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~ June 1, 2002

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DICKINSON COLLEGE

Production of this bulletin is under the direction of the Office of Academic Affairs. Information
given here is correct as of June 1, 2002. Revisions and current information are made regularly
and may be found on the Dickinson College Web site: www.dickinson.edu/bulletin

Students entering the College in the academic year 2002-2003 should retain this printed ver-
sion of the Bulletin. The degree requirements which they must fulfill are listed on page 17.
The listing of a course or program in this bulletin does not constitute a guarantee or contract
that the particular course or program will be offered during a given year.

Correspondence should be directed to:
Mailing Address: RO. Box 1773, Carlisle PA 17013-2896
Telephone: 717-243-5121

Academic Information: Neil Weissman, Provost and Dean of the College
Admissions: Christopher S. Allen, Director of Admissions
Business and Financial Affairs: Annette S. Parker 73, Vice President for Financial Affairs

Communications, Student Affairs, and College Relations: Robert J. Massa, Vice President for
Enrollment, Student Life & College Relations

Continuing Education and Summer School: Diane C. Fleming

Financial Aid: Judith Carter, Director of Financial Aid

Global Education: Brian J. Whalen, Associate Dean and Director of Global Education
Records and Transcripts: Brenda K. Bretz ’95, Registrar

Student Affairs and Residential Life: Joyce A. Bylander, Dean of Students

Dickinson College is a member of the Central Pennsylvania Consortium (CPC). The other member insti-
tutions are Franklin & Marshall College and Gettysburg College.

Dickinson College is an intellectual and social community which values justice, free inquiry, diversity, and
equal opportunity. It is a fundamental policy of the College to respect pluralism and to promote tolerance,
civility, and mutual understanding within its community. The College does not discriminate on such bases
as race, color, sex, political and religious beliefs, marital status, age, sexual orientation, national and ethnic
origins, veteran's status or disability.

The principal accrediting agency for the College is the Middle States Association of College and Secondary
Schools. Other agencies accrediting or recognizing Dickinson College are the University Senate of the
United Methodist Church, the Pennsylvania Department of Education, and the American Chemical
Society.

June 1, 2002 printing of the BULLETIN:

www.dickinson.edu/bulletin

DICKINSON
COLLEGE

CARLISLE, PENNSYLVANIA

17013-2896

The distinctive Dickinson College seal was devised and recommended by John Dickinson and Dr. Benjamin Rush at a
board of trustees meeting in April 1784. Rush conceived the symbolic design: a liberty cap above a telescope, which is
in turn above an open book; and Dickinson provided the motto: Pietate et doctrina tuta libertas. One translation is

“Liberty made safe by virtue and learning.” A Rush letter to Dickinson in June of 1785 refers to the College as the “bul-
wark of liberty, religion and learning.”

VOLUME XCI

TABLE OF CONTENTS

GENERAL INFORMATION

4 Mission of the College
5 Facts about the College
6 Statement on Diversity
7 ADMISSION
13 FINANCIAL INFORMATION
ACADEMIC PROGRAM
17 Requirements for the Degree
21 Courses of Study
172 Special Approaches to Study
174 Global Education
180 Study in Other Institutions in the United States
182 Academic Resources
187 Academic Advising
187 The Clarke Center
188 Lectures and Symposia
193 Academic Policies and Procedures
STUDENT LIFE AND SERVICES
201 Residential Life
201 Student Activities
203 Student Organizations
204 Counseling and Disability Services
204 Student Health Services
204 Public Safety
205 A Diverse Community
208 CAREER DEVELOPMENT AND ADVISING CENTER
REFERENCES
211 Directory: Trustees, Faculty, Administrators
235 Awards to Members of the Faculty
237 Index

242 Map of Campus
244 —=Map-How to Get to Dickinson
inside back cover = ACADEMIC CALENDAR

MISSION OF THE COLLEGE

THE MISSION OF DICKINSON COLLEGE

d=: COLLEGE was founded explicitly for high purposes: to prepare

young people, by means of a useful education in the liberal arts and sci-

ences, for engaged lives of citizenship and leadership in the service of soci-
ety. This is the historic mission of the College and that to which we still subscribe as
we face the future.

Tue AMERICAN REVOLUTION brought into being the world’s first modern democra-
cy and launched an ambitious and hopeful social and political experiment. Our
founders, John Dickinson and Benjamin Rush, were themselves leading figures of
the revolution and the new republic. They recognized that the success of the
American experiment would depend on the power of liberal education to remake
colonial society and to produce a democratic culture. With this important goal in
mind, they transformed the Carlisle Grammar School (which had been founded in
1773) into an institution of higher learning: Dickinson College. The College was
chartered on September 9, 1783, less than a week after the Treaty of Paris ended the
Revolution and guaranteed recognition to the United States by Great Britain and the
rest of the European powers.

DICKINSON COLLEGE, therefore, began life as the first college formed under the ban-
ner of the newly recognized republic and, more importantly, as a revolutionary pro-
ject — dedicated to safeguarding liberty through the creation of an educated body of
citizen leaders. Although the world in which we live has become more complex and
multifaceted, the core mission of Dickinson College remains the same—and as vital
as ever.

DICKINSON COLLEGE prepares aspiring students for engaged and fulfilling lives of
accomplishment, leadership, and service to their professions, to their communities,
to the nation, and to the world. Our founders intended the College to be a power-
ful agent of change—to advance the lot of humankind. We expect no less today.

FACTS ABOUT THE COLLEGE

Cuaracter A nationally recognized selective liberal-arts-college - private, coeducational, and residential

History Founded by Benjamin Rush in 1783, the first college chartered in the newly-recognized United
States of America. Named to honor John Dickinson, the penman of the American Revolution and a sign-
er of the Constitution.

Location Carlisle, a historic town in south central Pennsylvania; part of the metropolitan region of
Harrisburg, the state capital (regional population 490,000)

ENROLLMENT 2,172 full-time students, representing 45 states and 18 foreign countries
Facutty 203 faculty members; 91% hold Ph.D.’s or the highest degree in their field
STUDENT-FacuLTy Ratio 11:1

AVERAGE C1ass SiZE 15 students

Decrees GRANTED Bachelor of Arts and Bachelor of Science (39 majors)

Srupy ABROAD Dickinson-sponsored centers and programs in twelve countries; many additional special-
ized options for off-campus and international study; more than half of all Dickinson students participate

FINANCIAL Arp In 2001-2002, Dickinson awarded $22 million in grants; 59% of students received merit
or need-based awards

RETENTION 89% of the Class of 2004 returned for their sophomore year; 77 percent of the Class of 2002
graduated in four years

Liprary Waidner-Spahr Library has over 495,000 volumes, 4,500 periodical subscriptions (includes both
paper and electronic), plus an extensive collection of government documents, microfiche, microfiche,
microfilm, music recordings, and videotapes

INFORMATION TECHNOLOGY The campus is completely networked. Each student’s room has at least one
connection to the campus network per occupant. The network is connected to the Internet over a frac-
tional T3 line. The Information Technology department supports both PCs running Microsoft Windows
98 and Windows XP, and Apple Macintosh computers running OS 9 and OS X. The college has adopted
Microsoft Office as its standard office suite. The Instructional Technology department provides equipment
and support for digital media, scanning, color printing, video editing, and other specialized applications.

RESIDENTIAL Faciuities Dickinson offers a progressive residential life program in which students move
into more independent living environments each year. Freshmen begin in socially integrated residence
halls, sophomores and juniors live in transitional housing (suites), and seniors live in independent apart-
ment-style housing. In total the College has sixty residences, including housing for students with special
interests such as foreign languages, multicultural programs, the arts, and the environment.

Aruuetics A member of the Centennial Conference (NCAA Division III); 11 men’s and 12 women’s var-
sity sports, plus club and intramural sports

EXTRACURRICULAR FEaTuRES More than 120 clubs and activities, including music and drama groups,
student publications, fraternities and sororities, and religious, political, special-interest, and community
service organizations

STATEMENT ON DIVERSITY

Dickinson is deeply committed to diversity. Eleven percent of our most recent incoming class are students
of color. In Fall 2001, twenty-nine international students from fourteen countries were enrolled at
Dickinson. Seven percent of our faculty members and five percent of our administrative and service staff
are persons of color.

Diversity in Student Life There are eleven student groups dedicated to diversity and social justice. These
include the African American Society, Amnesty International, Asian Social Interest Association, (ASIA),
Hillel, House of Umoja, International Club, Latin American Club, Middle Eastern Club, Multicultural
Club, Pandora (GLBT), and the Zatae Longsdorff Center for Women. In addition, the Office of Diversity
and Social Justice (ODSJ) advances Dickinson’s commitment to building a pluralistic community that pro-
motes equality and integrity on the campus and in the world at large. The ODSJ also publishes Diversity
in Demand, an educational magazine dedicated toward change. Most recently, Dickinson established the
Milton B. Asbell Center for Jewish Life, which provides a central space for Jewish students to meet, social-
ize, celebrate the Sabbath and other Jewish holidays, take classes with visiting rabbis, and host interfaith
dialogues with other religious groups on campus.

Diversity in the Curriculum The College’s curriculum reflects a strong focus on issues of diversity defined
in terms both of domestic and of global diversity. All students at Dickinson are required to take at least one
course in US Cultural Diversity in order to graduate. They must also complete one course in “Comparative
Civilizations” (the study of a culture other than that of the West) and become proficient in a foreign lan-
guage. Dickinson’s Center for Community Studies also promotes diversity through fieldwork research pro-
jects that take Dickinson students into diverse cultures and environments within and outside the United
States. Among the Center’s program are the American Mosaic, in which students devote an entire semes-
ter to community-oriented fieldwork, and a new Global Mosaic, which extends fieldwork abroad. Overall,
more than half of the Class of 2001 studied in a foreign country during their four years at Dickinson.
Dickinson's Global Education program offers students opportunities to study in Africa, Central America,
and Asia as well as the traditional programs in Europe. In addition, Dickinson recently received a grant
from the Freeman Foundation to establish a new professorship in Asian law and culture that will take a
leadership role in advancing Asian Studies and infusing Asian and comparative materials into course work
in other departments.

Dickinson also conducts special projects to enhance diversity education, particularly by exploring connec-
tions and contrasts between unity and diversity at home and abroad. For example, a $150,000 William
and Flora Hewlett Foundation grant funded a continuation of the American Mosaic and the creation of
12 freshmen seminars on aspects of identity. The Hewlett grant also funded a sophomore-level course on
cross-cultural communication and a comparative senior seminar. Funded by a $300,000 grant from the
Henry Luce Foundation, Dickinson is presently conducting a three-year Diaspora and Community
Studies project that brings a visiting scholar to campus for an annual residency.

Diversity in Academic Resources Dickinson has devoted significant academic resources to diversity. The
Waidner-Spahr library boasts one of the largest private collections of Asian Studies in the country, the
Norman and Margaret Jacobs Collection. The collection includes over 20,000 volumes covering China,
Japan, Korea, Vietnam, Thailand, India, and other Asian countries. The library also has an East Asian
Reading Room with its own dedicated computer terminal, special reading materials, and Asian artifacts.
The Trout Gallery possesses a substantial collection of African Art totaling slightly more than 600 pieces.
The pieces represent a wide swath of Africa including Ethiopia, the Sepik River region, the Upper Volta,
Burkina Fasso, Mali, Sudan, the Ivory Coast, Angola, Tanzania, Ghana, Benin, and other countries with-
in Africa. The collections includes various cultural materials like sculptures, textiles, baskets, pottery,
masks, and archeological materials.

ADMISSION

FRESHMAN AND [TRANSFER STUDENTS

Dickinson students have strong academic credentials and enthusiasm for engaging the world. They are not
passive learners; they do not rest with simple answers to complex questions. They understand that a qual-
ity liberal arts education is the foundation for a lifetime of productive social engagement.

As a community, Dickinson is committed to recruiting the most socially, ethnically, and economically
diverse student body possible. The College has a proud tradition as an educator of first-generation college
students. Today, about 15% of Dickinson students are of the first generation in their family to attend col-

lege.

Admission to Dickinson is highly selective. Each year, the college receives over 4,000 applications for a
freshman class of 575 students and about 150 applications for a transfer class of 35 students. The primary
credentials for admission to Dickinson are 1) the secondary school academic record; 2) leadership and
commitment in extracurricular activities; 3) the official recommendation from the secondary school guid-
ance counselor, college adviser, headmaster or principal plus recommendations from teachers in academic
subjects; 4) the application form itself, including the essay; and 5) SAT'I or ACT scores, which are option-
al for admission but required for academic scholarships that are not need-based.

The Admissions Office believes that the best predictor for academic success in college is high grades earned
in solid courses from a good secondary school. This record offers the clearest signals of high motivation,
good study habits, strong self-discipline and intellectual curiosity. The admissions staff also looks at your
engagement in outside activities - the talents, interests, and leadership potential you have demonstrated
through school and community activities.

STUDENTS WITH PHYSICAL AND LEARNING DISABILITIES

Dickinson College is committed to making reasonable accommodations so that the College’s programs and
facilities are accessible to all students. If you have a physical or learning disability that could affect your full
participation in the College's programs, contact the Coordinator of Disability Services, located in the
Counseling Center at extension 1485.

The coordinator can advise you of the documentation needed to support a request for reasonable accom-
modations. He can also explain the process which is followed in notifying academic advisers, faculty mem-
bers, and others when students ask for accommodations.

It is the student’s responsibility to notify the College of any disability and accommodation requests. Even
if you believe you will not need any accommodations, registering your disability with the Coordinator of
Disability Services will allow reasonable accommodations to be provided without delay.

A campus visit is recommended for all prospective students, especially those with physical and learning dis-
abilities. Prospective students needing accommodation during a campus visit are encouraged to inform the
College of their needs before arriving for their visit. As part of a campus visit, students with disabilities may
schedule an appointment with the Coordinator of Services for Students with Disabilities.

The student with a physical or learning disability who is thinking about applying to Dickinson College has
a right and responsibility to study the College's distribution requirements from which no Dickinson stu-
dent is exempted. Dickinson operates on a sincere belief that careful choice within its curriculum is better
for any student than exemption. The requirements for the degree may be met in a variety of ways, mak-
ing it unnecessary for students to expect exemption on the basis of disability.

ADMISSION

FRESHMAN ADMISSION REQUIREMENTS

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A completed application form, including the secondary school report form to be completed by the guid-
ance counselor, college adviser, headmaster, or principal, as well as one academic teacher recommendations,
must be sent to the Office of Admissions by the appropriate deadline. A non-refundable $40 application
fee is required at the time the application is submitted.

The Minimum Requirement for Entrance is the satisfactory completion of a secondary school program of
at least 16 units, including four units of English, two (preferably three) units of one foreign language, three
units of natural science, two units of social science, and three units of college preparatory mathematics.
The remaining units should be within these academic areas. Most applicants offer more than the minimal
requirements.

STANDARDIZED [EST REQUIREMENTS

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Submission of results from the Scholastic Assessment Test (SAT I) or the American College Test (ACT) is
optional for September 2003, but is required for academic scholarship consideration.

SAT II Subject Test scores are not required for admission to Dickinson, although applicants may submit
these scores as additional information in support of their application. If students wish to satisfy a prereq-
uisite requirement or place into a higher level course (such as foreign language), they should plan to take
a College Board Advanced Placement Test. On the basis of this testing, or in some cases additional testing
during orientation, the student will then be placed at the appropriate course level.

Subject test scores submitted prior to the evaluation of a person's application may support the application
in cases where strong achievement potential is suggested, but in no case will these test results adversely
affect the final decision on the application.

INTERNATIONAL STUDENT ADMISSION

Dickinson College encourages those international students to apply for admission who have successfully
completed their secondary school requirements and whose knowledge of the English language (as indicat-
ed by their scores on the TOEFL examination the Test of English as a Foreign Language, or the ELPT the
English Language Proficiency Test) is of sufficient quality to demonstrate capability in pursuing a collegiate
program. For international students a score of 213 is required, and a score of 250 is preferred, on the
TOEFL computer-based exam.

The College maintains a small international student financial aid budget to assist international students
who wish to study as four-year degree candidates. Prospective international students whose families can

cover part but not all of the full costs of attending Dickinson will be eligible to compete for these limited
funds.

International students are strongly encouraged to submit their SAT I scores of 1300 or higher in order to
compete for academic scholarships. For more information on international admission, please visit
www.dickinson.edu/admit/international.html.

ADVANCED CREDIT

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Advanced Placement Program A student who achieves a score of 4 or 5 on a College Board Advanced
Placement Test will be granted credit for college work in the appropriate department and will receive place-
ment at the discretion of the department. A student who achieves a score of 3 on the Advanced Placement
Test may receive, at the discretion of the appropriate department, credit and/or placement.

Credit granted in accordance with the above statements of policy will satisfy the corresponding graduation
or distribution requirements. In addition, such course credit will normally satisfy a prerequisite require-

ADMISSION

ment in that department for advanced work. The repetition of a course previously received as a credit in
transfer or as a placement credit will result in the loss of credit for that course.

Other Credit Incoming freshmen should contact the registrar regarding the transferability of completed or
proposed college credit. College-level course work (other than A.P) taken while in high school will be eval-
uated according to the following criteria: (1) must be listed on an official transcript of an accredited insti-
tution; (2) must be a minimum of 3 credit hours; (3) must indicate a grade of “C” or better (2.0 on a 4.0
scale); (4) must have liberal arts content; (5) must be offered in a setting which allows for interaction
between student and instructor (i.e., no credit will be awarded for correspondence or one-way video
courses).

International Baccalaureate Diploma Course Credit Students will be granted general college credit for
higher level IB courses in which they achieve grades of 5 or better. Students who have achieved a grade of
5 or higher on standard level IB courses will receive placement or credit in the appropriate departments at
the discretion of the departments. Students must contact department chairs during freshman orientation
for further information.

INTERVIEW & INFORMATION SESSION

A visit to the campus for an interview or group information session is helpful to prospective students in
gaining a clearer understanding of life and study at Dickinson.

Campus tours are offered most weekdays between 9:00 a.m. and 3:00 p.m. Please call ahead and let us
know the day you plan to visit. Interviews are not required, but highly recommended for students consid-
ering application. Interviews can be scheduled from 9:15 a.m. to 3:30 p.m. weekdays from April through
January and typically last 45 minutes. Group information sessions are offered year round, Monday through
Friday at 2:00 p.m. Saturday information sessions are available from August to mid-December and April
through mid-May at 10:00 a.m.

Appointments can be scheduled by calling the Office of Admissions at 717-245-1231 or 800-644-1773 or
emailing visitus@dickinson.edu.

EARLY DECISION PLAN

The College actively encourages early decision applications from students for whom Dickinson is clearly
their first-choice college.

Students may apply for early decision admission and financial aid by November 15 (round 1) or January
15 (round 2). Decisions for completed applications will be sent in mid-December and mid-February
respectively.

Early decision is a service to realistic candidates because:

1. Due to the small size of the applicant pool, candidates are evaluated based on their own merits rather
than in competition with other applicants.

2. The candidates learn early in their college planning if they have been admitted to the college of their
choice.

3. Applicants not accepted may be reconsidered on an equal basis with regular applicants for admission
and may ultimately be accepted for admission. However, the review committee reserves the right to
inform a student that he or she is not admissible if it is determined that additional information from
the senior year would not affect a final decision.

ADMISSION

4. Accepted early decision candidates who file the PROFILE financial aid application by the admission
deadline are guaranteed financial aid in the amount of their need as computed by Dickinson College.
Standard financial aid packages, including grant, loan, and job components, are awarded. Occasionally
a parent loan is included to help meet need.

. Any Dickinson grant awarded in ED is guaranteed to at least remain constant for four years. It will
not decrease in light of changing family financial characteristics. Details are outlined in the financial
aid brochure.

In addition to fulfilling the regular requirements for admission, early decision candidates must submit the
Early Decision Agreement Form which is enclosed with the application packet and an Early Decision essay.

The obligation of the accepted early decision candidate to Dickinson is to withdraw all other college appli-
cations and to submit the non-refundable $500 enrollment deposit, which is applied to the first semester
tuition charges, within three weeks of the notification of admission.

Early decision candidates seeking financial assistance should correspond directly with either the Office of
Admissions or the Office of Financial Aid.

THE Earrty ACTION PLAN

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Students who are not quite ready to commit to Early Decision may apply through the Early Action Plan.
This provides a non-binding early response to the application for admission. Notice that the deadline for
filing both applications for admission and financial aid (PROFILE) is early-December 15. Candidates will
be notified of the College’s decision by late January and must respond to this offer by May 1.

Earty ADMISSION

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A student who plans to leave secondary school prior to graduation, often a year in advance, is considered
to be an early admission candidate. Such students usually have performed very well academically and have
exhausted the highest level course offerings of their schools.

Applications for early admission are reviewed on an individual basis, taking into consideration maturity
and readiness to participate in a residential college as well as academic ability. An early admission applicant
is required to have a personal interview and must have the written recommendation and approval of the
secondary school counselor.

DEFERRED ADMISSION

Some accepted students may wish to defer the start of their college experience until they have pursued an
alternate activity for a year or two. A written request which explains why the student wishes to defer admis-
sion and also which describes the alternate activity is required. Normally, experiences which enhance a stu-
dent’s educational background such as overseas travel, work, or study are approved. All deferral requests are
reviewed by the Director of Admissions on an individual basis. In order to reserve a place in the class for
the following year, a student request for deferral must be accompanied by a non-refundable $500 enroll-
ment deposit.

COMMON APPLICATION

Dickinson College, along with a select number of colleges in the United States, is a member of the
Common Application. A student who completes the Common Application may submit that form to any
participating college. Dickinson uses the Common Application as our own application. An electronic ver-
sion of the Common Application which can be downloaded, printed and mailed, or submitted electroni-
cally, is available at www.commonapp.org. Students must also submit a completed Supplemental Form,
which is included in the Dickinson application packet. The form can also be downloaded from the admis-
sions Web site at www.dickinson.edu.

ADMISSION

ENROLLMENT DEPOSIT

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In order to assure his or her enrollment at Dickinson College, an accepted candidate is required to submit
a non-refundable $500 enrollment deposit by the appropriate deadline. The enrollment deposit is applied
automatically toward the first semester tuition charges.

TRANSFER ADMISSION REQUIREMENTS

Dickinson College welcomes qualified applicants with previous academic work at other accredited college-
level institutions. An applicant normally will be considered for transfer admission if the person has been
enrolled elsewhere as a degree candidate for the equivalent of at least two semesters prior to the term of
desired enrollment at Dickinson. As a matter of definition, a candidate will be considered for transfer
admission if he or she IS ENROLLED OR HAS BEEN enrolled at another institution as a full-time,
degree-seeking student. Dickinson has formal transfer articulation agreements with several community col-
leges. Contact the Office of Admissions for more details at 717-245-1231.

The primary factors in the admission of transfers, in addition to those required of freshman applicants, are
the college transcript, the reasons for transfer, and evidence of good academic and non-academic standing
(as indicated by the Dean’s Report Form or similar official statement), and one recommendation from a
professor.

Previous academic work which has been satisfactorily completed with a grade of C or better (2.0 or above
on a 4.0 scale) in a program of study that reasonably parallels the curriculum of Dickinson College will be
evaluated for credit. Normally, the course requirement for graduation (32 courses) will be reduced pro-
portionately for every academic year of full-time study at other accredited institutions. Part-time course
work, summer study, and unusual circumstances will be evaluated on an individual basis.

Final determination of credit and the satisfaction of distribution and language requirements will be made
by the Registrar. Among the academic regulations applicable to all students and of particular note to trans-
fer applicants is the graduation requirement that at least 16 courses be taken on campus, the last 12 of
which must be taken while the student is matriculated with an approved major field of concentration.

Dickinson College sponsors a scholarship, valued at $12,000 per year for community college graduates in
good standing in Phi Theta Kappa. Contact the Admissions office for more information.

DICKINSON VOLUNTEER NETWORK

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The Dickinson Volunteer Network is composed of alumni, parents, students, faculty and staff represent-
ing the College both on and off campus. Members are important sources of information for prospective
students, parents, and high schools in their home areas, serving as both recruiters and advocates in the
admission process. Volunteers are also charged with scouting for new talent for future classes of
Dickinsonians.

Please feel free to contact the Dickinson Volunteer Network (dvn@dickinson.edu) or the Office of
Admissions (admit@dickinson.edu, 717-245-1231, or 800-644-1773) for details.

DICKINSON GUEST STUDENT PROGRAM

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Dickinson College welcomes qualified applicants who wish to study on a full-time, non-degree status for
either one or two successive terms “in absentia” from their present colleges. This program is specifically
designed for those students who wish to participate in the high-quality academic and co-curricular life of
a small college community.

Application deadlines are December 1 for spring term admission consideration and August 1 for fall term
admission consideration. Applicants are notified of the admission decisions on their applications on a

ADMISSION

rolling basis as the applications become complete. A non-refundable $500 deposit is required from accept-
ed applicants and is applied toward the first semester tuition charges.

Under special circumstances, qualified guest students may study on a part-time basis for a semester or a
year. These students are placed in regular Dickinson courses on a space available basis.

For further details regarding the Guest Student Program, please write to the Director of Admissions.

ParRT- LIME STUDENTS WORKING [TOWARD A DEGREE

Dickinson College is a traditional, residential liberal arts college and all students working toward a degree
are expected to study full time. In cases where an adult student wishes to pursue a degree, part time per-
mission may be granted by the Director of Admissions. All prospective students applying to Dickinson for
a degree program must do so through the Office of Admissions (admit@dickinson.edu, 717-245-1231, or
800-644-1773). Tuition per course will be pro-rated at the full-time tuition charge for those granted part-
time status, whether initially admitted into a degree program or admitted conditionally for a maximum of
four courses. Students who are admitted and who enroll in at least two courses per semester may be eligi-
ble for federal financial aid. Contact the Financial Aid Office for more information (finaid@dickinson.edu,
717-245-1308, TTY: 717-245-1134 or Fax: 717-245-1972).

CONTINUING EDUCATION

Adult students wishing to pursue courses at the college for personal enrichment, and who do not want
these courses to count toward a degree at Dickinson College, may apply for permission to take a course
and register through the Office of Continuing Education. Courses may be taken for credit or non-credit
(audit). Tuition for credit course will be $1500 per course for the 2002-2003 academic year. For non-cred-
it courses taken on an audited basis, tuition will be $750 per course. Continuing Education students do
have access to the library but do not have access to the Athletic Center and may not participate in student
organizations. Contact the Office of Continuing Education (summer@dickinson.edu, 717-245-1325 or
717-245-1375).

Hicu SCHOOL ENRICHMENT PROGRAM

Upon the recommendation of their guidance counselors, promising high school students may elect to
enroll in up to two courses per semester at Dickinson on a space available basis. Information and assistance

is provided by calling 717-245-1375.

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FINANCIAL INFORMATION

EXPENSES

EN OO
The price of education is of concern to students, their families, and to colleges. Dickinson has been pleased
to hold the price charged to a student for tuition, room, board and fees to about 20 percent below the actu-
al cost of that student’s education. Gifts, grants, alumni contributions, bequests, and income from sum-
mer conferences supplement payments from families to cover a Dickinson education.

Financial aid is available to many students. The College is aggressive in seeking financial aid for those who
have valid needs, Financial aid comes from endowment and other college sources and from outside agen-
cies, Further, because certain federal and state programs are broadly available, it is recommended that all
prospective students and their families read the section dealing with financial aid at:

www.dickinson.edu/finaid/

FEE STRUCTURE
Basic expenses charged to students fall into the following categories:

Tuition The tuition fee applies to students enrolled in three or more courses per semester; students enrolled
in fewer than three courses are billed on a per-course basis.

Resident Fee The resident fee includes room and board.

Student Activities Fee The student activities fee supports a wide range of social and cultural activities
administered by student officers elected by the student body.

Other Charges Certain activities chosen by students carry additional fees, such as private music lessons and
purchases made in the College Bookstore and Dining Services.

Student Health Insurance Dickinson College is committed to providing and supporting a full and rich
academic and social environment for students. In order for the student to fully participate, free from ill-
ness, injury or unexpected and potentially overwhelming medical expenses, the College requires that all
students have health insurance provided through the College at a reasonable premium. A student who has
similar or greater coverage under a parent's medical policy is eligible for a waiver from this requirement.
Students who hold citizenship from countries other than the United States are required to have the
College-sponsored health insurance policy. Specific cost information and access to the waiver form are
available on the Dickinson College Web site at www.dickinson.edu/departments/ stuaccts/stuhlth.html

PAYMENT PROCEDURES AND REGULATIONS

PAYMENT oe eee OEE

Payment Policy An itemized statement of fees and charges is mailed approximately seven weeks prior to
the beginning of each semester. Payment is due and must be paid in full 14 days prior to the beginning of
classes. Accounts not settled by the due date will be subject to a late payment fee of $50 and a one and
one-half percent per month interest charge on the unpaid balance and could result in cancelled registra-
tion.

Bookstore and other miscellaneous consumer charges will be billed on a monthly basis and are due upon
receipt. Balances not paid in full within 30 days will be subject to a one and one-half percent per month
interest charge on the unpaid balance.

Whether or not the student is currently enrolled, an official transcript of a student's records will not be
released if any of the student’s accounts, including education loans issued by or through or upon approval
of the College, is in arrears.

FINANCIAL INFORMATION

Payment Plans Many families elect to put all or part of a year’s charges for attendance into regular, month-
ly payments spread over the entire school year. Such plans help families manage college expenses by put-
ting them into a regular, monthly household budgeting system. Information on these plans is available
from the Student Accounts Office at www.dickinson.edu/stuaccts or from the Financial Aid Office at
www.dickinson.edu/finaid/aidtypes.html

A variety of other financing options is available to those who wish to spread the charges for a Dickinson
education over more than four years. To help our families, Dickinson has created DMPL, the Dickinson
Manageable PLUS Loan Program (a combined program with the federal Parent Loan for Undergraduate
Students - PLUS). This program permits parents to borrow up to the total annual price of attendance at
Dickinson, less any other financial aid. Low federal interest rates make this a particularly attractive alter-
native for financing a student’s education. Information is available through the College’s Financial Aid
Office or at www.dickinson.edu/finaid/.

Tuition Prepayment Plan Dickinson College offers a prepayment plan for a minimum period of two years.
A student may prepay tuition charges at the prevailing rate for the following semester multiplied by the
number of semesters to be prepaid. (minimum of 4, maximum of 8) This plan guarantees savings by pro-
tecting a student from future increases in the price of tuition. The Tuition Prepayment Plan covers tuition
only; room, board, and other fees cannot be prepaid and will be invoiced according to the normal
fall/spring semester billing cycle(s).

Additional information may be obtained by contacting David S. Walker, Associate VP and Comptroller
by telephone at 717-245-1383, or via e-mail at walkerd@dickinson.edu.

Dickinson College Refund Policy The Dickinson College Refund Policy applies to all students attending
the Carlisle campus who withdraw, are dismissed, or take a leave of absence from the College after the start
of classes. A separate policy applies to those who are attending sites approved through the Office of Global
Education. Please see the General Orientation Handbook for Study Abroad, available in the Global
Education Office.

A student's date of withdrawal is determined by either:
1) The date the student begins the withdrawal process by contacting the appropriate Class Dean, or
2) The date the student is officially dismissed from the College, or

3) If the student leaves without notifying the institution, the mid-point of the semester or the student's last
documented attendance at an academically-related activity, whichever is later.

Refunds of all institutional charges for tuition, required fees, room and board will be determined on a daily
pro-rata basis until 60% of the semester has been completed. No refunds will be calculated after 60% of
the semester has elapsed. Weekends are included in counted days, except when part of a scheduled period
of non-attendance of five days or more, such as spring break.

For example, if a semester includes 110 days from the first day of classes through the last day of final exams
and a student withdraws on the 50th day, Dickinson will retain 45.4% (rounded to the nearest tenth of a
percent) of charges for tuition, fees, room and board. The complementary percentage (refund percentage),
54.6%, would be refunded to the student and/or the financial aid programs that have paid a portion of
the student’s costs.

A student who withdraws prior to the beginning of the first day of classes will receive a 100% refund,
except for the non-refundable enrollment deposit. Refund calculations for all flexible meal plan options
will be based on the actual meals, points and declining balance used by the student. Any outstanding stu-
dent account balance will be deducted from the refund prior to payment.

For students receiving financial aid, the following rules will apply:

1) Funds will be returned to financial aid programs before any funds are returned to the student.

FINANCIAL INFORMATION

2) Return of Title IV (Federal) Funds: Funds received from the Federal financial aid programs will be
aggregated and refunded to the programs using the same percentage as calculated above. After 60% of
the semester has been completed, federal financial aid funds are viewed as “earned” in their entirety, and
no refund will be made. Funds will be returned in the order prescribed by the US Department of
Education: Unsubsidized Federal Stafford Loan, Subsidized Federal Stafford Loan, Federal PLUS Loan,
Federal Pell Grant, Federal Supplemental Educational Opportunity Grant, then other federal assistance.

3) Grant/Scholarship aid from Dickinson will be refunded to the source from which it came using the cal-
culated refund percentage.

4) State Grants will be refunded in accordance with the guidelines of the appropriate state grant agency.
5) Outstanding balances due to the College will be deducted from any refund due to the student.

If the student's bill has not been paid in full or if there are new charges on the student’s account, the refund
to the student may not fully cover the charges. In this instance, the student may continue to have an out-
standing balance owed to Dickinson, and will not receive a cash refund.

FINANCIAL AID AND SCHOLARSHIPS

Dickinson continues to seek new ways to help families and students manage the costs of education. The
College’s endowment includes specially earmarked funds for financial assistance; some general endowment
funds are also set aside for this purpose. Each year, federal and state funds are allocated to the College for
awards to eligible students. In some cases, gifts and grants from corporations and foundations provide help.
In addition, some families find that employers and other near-to-home sources can provide assistance.

Most grant assistance from Dickinson is based upon documented financial need according to the financial
need analysis system of the College Scholarship Service using the CSS PROFILE form as the application.
Freshmen filing deadlines parallel the admissions deadlines. A “package” of financial aid is developed for
each recipient, and may include scholarships, grants, loans for students, loans for parents, or on-campus
work opportunities. Prior to April 15, families must also complete the Free Application for Federal Student
Aid (FAFSA) in order to be considered for federal grants, loans and work/study.

Students must reapply for need-based aid each year. In order to receive financial aid a student must main-
tain satisfactory academic progress, apply on time, and continue to demonstrate financial need.
Continuing students must file the Renewal FAFSA and the Renewal PROFILE by April 15; parent and
student tax returns must be mailed to the Financial Aid Office by May 1. Students whose family circum-
stances have changed significantly and who wish to be considered for additional institutional grant assis-
tance should also submit the PROFILE by April 15. Our FAFSA Code Number is 2186; the code num-
ber for the CSS PROFILE is 003253.

In some cases, the College may need additional information in order to determine eligibility for institu-
tional grant assistance. In the case of divorced or separated parents, the Divorced/Separated Parent's
Statement should be completed by the non-custodial parent. Families that own businesses or farms should
complete the Business/Farm Supplement.

Students may apply on-line or obtain the above two forms on-line via Dickinson's home page (www.dick-
inson.edu).

Eligibility for Dickinson Grant assistance will be determined using the family contribution calculated
according to the CSS PROFILE analysis. This determination of financial need differs from the FAFSA
analysis done by the federal government to determine eligibility for federal aid.

Detailed financial aid information is provided to financial aid recipients each year.

FINANCIAL INFORMATION

In addition to need-based aid (or as a part of a package if a student has a demonstrated financial need),
Dickinson is pleased to offer academic scholarships to the top candidates for freshman admission. The
John Dickinson and Benjamin Rush Scholarships were developed to recognize exemplary academic per-
formance and leadership achievement. Freshmen applicants must score 1300 or higher on the SATs and
rank in the top 5% (for the $15,000 John Dickinson Scholarship) or top 10% (for the $12,000
Benjamin Rush Scholarship) of their high school class in order to be considered for these scholarships.
Other benefits for scholarship winners can be found at www.dickinson.edu/finaid.

Types OF FINANCIAL AID

A financial aid recipient may be granted one or more forms of assistance. Students receiving grants are usu-
ally also given loans and campus employment as part of their “package.” For more details, read the
Dickinson College Financial Aid Brochure.

Scholarships These awards are designed to recognize the exemplary academic performance of students.

Grants Grants (outright gifts) may be made from the College's own endowment, from state or federal
sources, or from outside agency funds.

Campus employment Most students receiving assistance are offered campus employment of up to 12
hours per week in exchange for wages which help defray expenses. Campus jobs are provided using funds
from the Federal Work-Study Program or in some cases from Dickinson's own funds.

Loans Several low-interest loan programs are available to students who demonstrate financial need. The
Federal Stafford Loan and the Federal Perkins Loan, available from the College, feature a federal interest
subsidy and the delay of repayment until after the student finishes school. Deferments are available for
graduate study and a variety of other reasons. Similarly, the Abe and Cora Hurwitz Student Loan Program
is a low-interest Dickinson College Loan offered to students based on financial need and academic
achievement.

Summer employment Students are normally expected to obtain summer jobs and to apply those earnings
toward the costs of education.

Outside Scholarships Any student receiving financial aid who also receives scholarships, loans, tuition
remission, or support from a source other than the College, must report the additional aid to the
Dickinson financial aid office. Such assistance can impact the student’s eligibility for assistance from fed-
eral and institutional resources. The total amount of assistance received by federal aid recipients cannot
exceed need as computed by federally approved methodology. The College will attempt to reduce or elim-
inate self-help (loans or work) before reducing grant aid.

REQUIREMENTS FOR THE DEGREE

For STUDENTS MATRICULATING FALL 2002 THROUGH SPRING 2004

The general degree requirements introduce students to the special nature of inquiry in each of the three
major divisions of learning (the arts & humanities, the social sciences, and the laboratory sciences), to a
variety of cultural and intellectual perspectives, and to the place of physical activity in their lives. The
requirement for a major concentration of study in one area ensures that each student engages in complex
levels of intellectual examination and inquiry.

It is the responsibility of the student to choose and satisfactorily complete courses that fulfill the require-
ments for graduation. The general course requirements are described below. The specific requirements for
each major are listed in the sections describing the courses of study. A single course may be used to fulfill
multiple general degree requirements, distribution requirements, cross cultural requirements and major
requirements, except as restricted below.

All students must pass 32 courses with a cumulative average of 2.0. A student must complete a minimum
of 16 courses on campus; twelve courses must be completed on campus after the student has matriculated
and has declared a major. The final four courses or six of the last eight courses immediately preceding grad-
uation must be completed on campus. To be considered “on campus” a student must be registered for a
numbered course at Dickinson and must be physically on the Dickinson campus for this course work,

(GENERAL REQUIREMENTS FOR THE DEGREE:

1. Freshman seminars One of the courses each entering freshman must take during the fall semester is a
seminar that addresses particular problems or topics growing out of the liberal arts curriculum and often
drawing from more than one disciplinary perspective. These seminars serve to introduce freshmen to the
intellectual life of the College by encouraging them to participate actively in small group discussions and
by setting standards for their writing and research that will enable them to become full members of the
academic community. This course may not be used to fulfill any other graduation requirement.

2. Writing Intensive Course A Writing Intensive Course is a regular academic course designed to integrate
the teaching of writing with the teaching of subject matter. Courses with the “W” designation are offered
across the curriculum and may overlap with any other requirement for the degree. The major goals of any
“W” course include the practice of selected general forms of academic writing or the introduction of spe-
cific forms of writing common to the discipline or interdiscipline of the course. The course approaches
writing as a process of planning, drafting, revising, and editing, and it encourages students to read assertive-
ly for content, forms, and conventions of the text and for rhetorical concerns such as author's purpose,
audience, and context. Since this course works to reinforce and develop the general writing skills intro-
duced in the Freshman Seminar, it is most often offered at the 200 or 300 level, and should not normally
be taken concurrently with the Freshman Seminar. A single course that fulfills this and other requirements
may be used to fulfill each requirement, but counts as only one of the 32 required for graduation.

3, Quantitative Reasoning Course A Quantitative Reasoning Course is a regular academic course designed
to provide a solid foundation for the interpretation and critical understanding of the world through num-
bers, logic, or deductive and analytical reasoning. Both words are carefully chosen: “quantitative” suggests
having to do with numbers and relations and logic, while “reasoning” refers to the creation and interpre-
tation of arguments. Courses that focus on the analysis of and drawing of inductive inferences from quan-
titative data as well as courses that concentrate on the formulation of deductive and analytical arguments
can satisfy this requirement. “QR” courses can be offered from any department at the College. A single
course that fulfills this requirement and other requirements may be used for each requirement (unless the
other requirement is Division III, Lab Science), but counts as only one of the 32 required for graduation.

REQUIREMENTS FOR THE DEGREE

Each semester courses meeting the Writing Intensive and Quantitative Reasoning requirements are listed
with the course offerings on the registrar’s office web page.

4. Community Experience The college was founded with the goal of educating citizen-scholars, graduates
whose education is connected to life beyond the classroom and campus. The Community Experience
embodies this ideal by requiring students to engage in one extended educational experience off-campus in
Carlisle, the U.S., or world beyond. A credit internship, community-oriented field study course, study
abroad or (with approval) elsewhere in the U.S., or an approved service project meet the requirement.

A single course that fulfills this and other requirements may be used to fulfill each requirement, but counts
as only one of the 32 required for graduation.

5. Distribution Courses Distribution requirements engage students in the full breadth of liberal learning
as represented by three fundamental branches of the academic curriculum the Arts and Humanities, Social
Sciences, and Laboratory Science. Arts and Humanities help us interpret the human experience through
artistic and conceptual self-expression and through critical reflection. Social sciences seek to describe, ana-
lyze, and interpret the ways in which people interact within and among the societies they have created.
Laboratory science aims at understanding the character of the natural order through investigation of the
basic structures and regularities in the planet Earth and universe. |

A single course may be used to fulfill the distribution requirement in only one division. A single course
that fulfills a distribution requirement and other general and/or cross-cultural requirements may be used
to fulfill each requirement, but counts as only one of the 32 required for graduation.

Division I: Arts and Humanities (2 courses) Students must select two courses from two of the following
three areas:

a. philosophy or religion; or Environmental Studies 111, East Asian Studies 205 or Women’s Studies
101, depending upon topic.

b, literature in Chinese, English, French, German, Greek, Italian, Japanese, Latin, Russian, Spanish; or
Women’s Studies 101, depending upon topic.

c. art & art history or classical archaeology, music, theatre, dance, Film Studies 101 or another film stud-
ies course (exclusive of history or media) and depending on topic, or East Asian Studies 205, depend-
ing On topic.

Division IT: Social Sciences (2 courses) Students must select two courses, each from a different area or
department within the social sciences. Those areas or departments are American Studies, anthropology,
economics, education, history (or classical history), political science, psychology, sociology, and Women’s
Studies 102 or 200, or East Asian Studies 206,

Division IIT: Laboratory Science (2 courses) Two courses which may be from the same department: biolo-
gy, chemistry, computer science, environmental science, geology, physical science, physics, or astronomy.

6. Cross-cultural studies The College requires three different types of course work to familiarize students
with the ways in which the diversity of human cultures has shaped our world. These courses seek to pre-
pare students to be effective citizens in an interdependent world and to be aware of the breadth of voices,
perspectives, experiences, values, and cultures that constitute the rich tapestry of U.S. life and history.

Languages All students are required to demonstrate that they have completed work in a foreign language
through the intermediate level. If the student’s native tongue is not English, he or she may be excused from
this requirement by the Dean of the College, who will give written notification to the Registrar’s Office
who will notify the student and the student's adviser. If the student has studied a language for two or more
years in a secondary school, the student may be excused from the language requirement on the basis of a
sufficiently high score on the College Board SAT II foreign language subject test in the language, with the
permission of the appropriate language department. Intermediate language courses do not fulfill any other
general or distribution requirements at the college.

REQUIREMENTS FOR THE DEGREE

U.S. Diversity To prepare students to function effectively in civic life and to help them gain a broader
understanding of the commonalities and differences among cultures and values in the context of the mak-
ing of American society, the College requires one course with a focus on U.S. diversity. U.S. diversity is a
comparative course that focuses on the history of cultures based on race/ethnicity, gender, class, religion
and sexual orientation. A single course that fulfills this and other requirements may be used to fulfill each
requirement, but counts as only one of the 32 required for graduation.

Comparative Civilizations To deepen students’ understanding of the diversity in cultures by introducing
them to traditions other than those that have shaped the modern West, the College requires one course
with a focus on the comparative study of civilizations. A single course which is designated as fulfilling this
and other requirements may be used to fulfill each requirement, but counts as only one of the 32 required
for graduation.

Each semester courses meeting the U.S. Diversity and Comparative Civilizations requirements are listed
with the course offerings on the registrar's office Web page.

7. Physical education activities Satisfactory completion of four half-semester blocks of physical education
is required: four fitness activity blocks or three fitness activity blocks and one cognitive physical education
block. Participants in intercollegiate sports and ROTC may receive a maximum of two fitness blocks for
these activities. Selected sports club activities may also receive a maximum of two fitness blocks. Transfer
students with junior standing with no physical education course work need to take only two blocks of
physical education. Persons who enter Dickinson after at least two years of active military service will be
awarded two fitness blocks toward the requirement. Physical education blocks carry no academic credit.

Every student must complete the physical education requirement unless excused in writing by the
Chairperson of the Physical Education Department. Students are expected to have completed the physical
education requirement by the end of the first semester of their senior year.

8. Major Students should select a field of concentration from among those departments offering major
fields of study (see Courses of Study, page 21 or should, by working with a faculty committee, design their
own major field of study (see the Self- Developed Interdisciplinary Major, page 174). Majors consist of nine
to 15 courses.

The major is normally selected during the spring of the student’s sophomore year. The departments deter-
mine the student’s acceptance as a major upon the basis of stated criteria. The department assigns the
accepted student to an adviser, using the student's preference as one of the bases for assignment. A student
must be accepted for a major field of concentration by the time he or she earns junior standing. A student
who does not have a declaration of a major on file in the Registrar’s Office by the end of the semester in
which the sixteenth course (counting towards the degree) is completed may be required to withdraw from

the College.

The student may also elect a minor field of study which usually consists of six courses of academic work
specified by the department offering the minor, If a student completes a minor in one or more fields of
concentration, this fact will be noted on the permanent record when the Degtee is posted.

If a student intends to major in more than one department, approval must be secured from each depart-
ment, This student must develop a program in consultation with both departments, and therefore must
be advised jointly by a member from each department and must secure approval of both advisers. The same
course may be counted for more than one major except for courses under the self-developed major pro-
gram.

Students who wish at any time to change a major must be accepted by the new department in accordance
with normal procedures for declaring a major.

REQUIREMENTS FOR THE DEGREE

ACADEMIC Honors

Latin Honors A student in any field who attains an average of at least 3.80 in the total program at
Dickinson College shall be awarded the degree summa cum laude. A student who attains an average of at
least 3.60 but less than 3.80 in the total program at Dickinson College shall be awarded the degree magna
cum laude. A student who attains an average of at least 3.40 but less than 3.60 in the total program at
Dickinson College shall be awarded the degree cum laude.

Academic Honorary Societies:

The Pennsylvania Alpha chapter of Phi Beta Kappa was established at Dickinson College on April 13,
1887. Election to membership is the highest academic honor available to a Dickinson student. To be con-
sidered, a student must first satisfy specific criteria (GPA, total number of courses, number of Dickinson
graded courses) set for each of the three elections held annually. For each class, the number of students con-
sidered does not exceed 10 percent of the total number graduating in the class. Student members are elect-
ed primarily on the basis of academic achievement, broad cultural interests, and good character.

Alpha Lambda Delta, chartered at Dickinson in 1989, is a national academic honor society for students
who have high academic achievement during their freshman year in college. Additionally there are four-
teen honor societies recognizing achievement in a specific field of study.

Alpha Omicron Delta (Athletics), Alpha Psi Omega (Drama), Eta Sigma Phi (Classics), Omicron Delta
Epsilon (Economics), Phi Alpha Theta (History), Pi Delta Phi (French), Pi Mu Epsilon (Mathematics), Pi
Sigma Alpha (Political Science), Psi Chi (Psychology), Sigma Beta Delta (International Honor Society in
Business Management & Administration), Sigma Delta Pi (Spanish), Sigma Iota Rho (International
Studies), Sigma Pi Sigma (Physics), Upsilon Delta Phi (Computer Science).

See Dean's List, page 197
See Honors in the Major, page 173 and individual department majors.

CouRSES OF STUDY

COURSES OF STUDY

Students may elect either of two broad approaches to the curriculum: the Bachelor of Arts or the Bachelor
of Science. General graduation requirements are the same in either case, but only students with a major in
one of the natural or mathematical sciences may be a candidate for the Bachelor of Science. Students also
study in some depth at least one disciplined approach to knowledge. Dickinson students, therefore, devel-
op a concentration in a major. The arts and humanities provide 11 such concentrations; in the social sci-
ences there are six concentrations; the natural and mathematical sciences provide six. These 23 disciplinary
majors represent the basic academic disciplines that outline the liberal arts. They are complemented by 16
interdisciplinary majors, and interdisciplinary certification programs, as well as the secondary education
certificate.

Boldface type indicates that a major field of concentration is offered. Asterisk indicates a certificate program.

American Studies Internships
Anthropology Italian

Archaeology Italian Studies

Art & Art History Japanese

Astronomy Judaic Studies
Biochemistry & Molecular Biology Latin

Biology Latin American Studies*
Chemistry Law & Public Service*
Chinese Mathematics

Classical Studies Medieval & Early Modern Studies
Comparative Civilizations Military Science
Computer Science Music

Creative Writing Philosophy

Dance & Music Physical Education

East Asian Studies Physics

Economics Policy Studies
Education* Political Science
English Portuguese
Environmental Science Pre-engineering
Environmental Studies Pre-health

Film Studies Pre-law

French Pre-masters of business administration
Freshman Seminars Psychology

Geology Public Speaking
German Religion

Global Mosaic Russian

Greek Russian Area Studies
Hebrew Science, Technology, & Culture
History Sociology

Humanities Spanish
Interdisciplinary Studies Theatre Arts
International Business & Management Theatrical Design
International Studies Women's Studies

Explanation of coding for course descriptions: when two course numbers, followed by a single descrip-
tion, are separated by a comma, either course may be taken without the other, although the two are nor-
mally taken together as a one-year course. When two course numbers, followed by a single description, are
separated by a comma, and preceded by an asterisk, the first course may be taken without the second,
although the two are normally taken together as a one-year course. The first course, however, is a prereq-
uisite for the second.

AMERICAN STUDIES

FACULTY

Lonna Malmsheimer, Professor of American Studies

Charles A. Barone, Professor of Economics

Sharon O’Brien, James Hope Caldwell Professor of American Culture and Professor of English and
American Studies, Chair

Robert P. Winston, Professor of English

Kim Lacy Rogers, Professor of History

Amy E. Farrell, Associate Professor of American Studies and Women’ Studies

Tyra L. Seldon, Assistant Professor of English and American Studies

Cotten Seiler, Assistant Professor of American Studies

CONTRIBUTING FACULTY

Sharon Hirsh, Charles A. Dana Professor of Art History
Richard A. Rischar, Assistant Professor of Music

Susan Rose, Professor of Sociology

J. Daniel Schubert, Associate Professor of Sociology

Major

ee ———————————————————

Thirteen courses. The following six courses are required of all majors:
American Studies 201

American Studies 202

American Studies 401

American Studies 402 or American Studies 403

History 117 & History 118

In addition, the major has the following requirements that allow students to work in other social science
and humanities disciplines:

Social Structure and Institutions: one course. Courses in this category address material or institutional com-
ponents of experience in the United States. Students may take courses that focus on social institutions such
as race, class, gender, the family; courses addressing political institutions and processes; courses analyzing
economic systems and structures in the United States. The student's adviser in the major typically approves
courses from the following departments to fill this requirement: American Studies, Anthropology,
Economics, Environmental Studies, History, Political Science, and Sociology.

Representation: two courses, one (upper level) in American literature. The requirement in representation
directs students toward courses that focus on the construction and dissemination of cultural meanings. In
addition to the course in American literature, students typically take courses that analyze the mass media,
films, photography, music, popular culture, or art. The Departments of American Studies, Anthropology,
Art and Art History, English, Music, Political Science, Philosophy, Religion, Theatre and Dance, and
Women's Studies typically offer courses that fulfill this requirement.

Fieldwork: One course from the following: American Studies 302, History 311 (Oral History),
Anthropology/Sociology 240 (Qualitative Methods)

Thematic Concentration: three courses. In consultation with their adviser, all American Studies majors
develop an area of concentration in some aspect of American culture. Thematic choices made by students
have included: mass media, gender, religion, health, the environment, law and culture, race, the arts, pop-
ular culture, the family. The choice of thematic depends on the student's intellectual interests, and may also
be a way to prepare for the after-Dickinson world. Students draw on courses from a variety of departments

17)

AMERICAN STUDIES

to develop their thematic, and to ensure a variety of approaches they must have at least two departments
represented among their three courses.

MINOR

Seven courses in American Studies 201, 202, 301 or 302, 401; 3 courses in a thematic concentration.

SUGGESTED Four YEAR PROGRAM

First Year: 101 or 201; American History 117, 118; perhaps, 202.

Second Year: 202 and courses which fulfill the “structures and institutions” or “representation”
requirements of the major.

Third Year: Field Work and the thematic. If the student is studying abroad, AS 202 needs to be
completed before leaving, and careful planning with the adviser is recommended for the coursework
to be taken abroad.

Fourth Year: 401; 402 and any remaining courses to fulfill the major.

"TEACHER CERTIFICATION

For information, see the Director of Teacher Education.

INDEPENDENT STUDY

Independent study or research is appropriate when a student is seeking to explore a topic in an interdisci-
plinary way. Students interested in independent study should see the American Studies Chairperson.
Recent independent studies have been done on Sixties America, Video Production, Advertising, Religion
in America, Urban Problems in America, Native American Cultures, Feminism in American Studies, Sport
in American Society, Gay in America, Mass Media in American Society.

INTERNSHIPS

Internships become appropriate when they are relevant to the thematic concentration of the student.
Students have interned with Student Services, Carlisle Youth Services, the borough of Carlisle, the county
public defenders office, CBS Evening News, the Smithsonian Folk Life Division, the Carlisle School
District, the American Cancer Society, the Evening Sentinel, WITF Public Television, Domestic Violence
Services, Communications and Development, MTV, Carlisle Police Department.

OPppoORTUNITIES FOR Orr-Campus STUDY

American Studies has been particularly interested in participating in Dickinson's East Anglia program in
Norwich, England because East Anglia has a strong American Studies department. Other programs of
interest to American Studies majors include the Washington Center for Internships and Academic
Seminars, and Dickinson's other programs abroad.

These off-campus programs are usually part of the Junior year and should be planned well in advance of
the semester they are to be engaged in.

Honors IN THE Major

Students who are interested in pursuing honors in the major inform their instructor in AS 401 and sub-
mit a proposal to the Department by the end of the fall semester. If approved for honors work, students
pursue the project in AS 402 as well as in a co-ordinated independent study with a second faculty mem-
ber. A Committee of three faculty members, not to include the faculty with whom the student has worked,
will evaluate the projects submitted for honors and decide whether or not to award the degree with honors.

AMERICAN STUDIES

CouRSES

101. Cultures of the U.S. Introduces students to issues of cultural diversity that are central to the field of
American studies. A comparative course, addressing the diverse experiences of people identified historical-
ly along a continuum of gender, race, and class and focusing on the perspectives of at least three ethnic
groups in the United States, at least one of which should be non-European in origin.

200. Aspects of American Culture Selected topics in American studies at the introductory level. The sub-
ject matter will vary from year to year dependent upon the interests of faculty and the needs and interests
of students.

201. Introduction to American Studies Introduces students to basic theories and methods used for the
interdisciplinary analysis of U.S. cultural materials and to the multiplicity of texts used for cultural analy-
sis (mass media, music, film, fiction and memoir, sports, advertising, and popular rituals and practices).
Particular attention is paid to the interplay between systems of representation and social, political, and eco-
nomic institutions, and to the production, dissemination, and reception of cultural materials. Students will
explore the shaping power of culture as well as the possibilities of human agency.

202. Workshop in Cultural Analysis Intensive workshop focused on various approaches to the interpreta-
tion of social and cultural materials. The course provides an early exposure to theories and methods that
will be returned to in greater depth in the senior year. Intended to develop independent skills in analysis
of the primary materials of American Studies. Prerequisite: 101 or permission of the instructor.

301. Topics in American Studies Selected topics in American studies at the intermediate level. Topics
offered will vary from year to year, reflecting the interests of faculty and students as well as evolving con-
cerns of the field, e.g. Mass Media and American Culture, Gender in America, Social Mobility in America,
Popular Culture, Native American Cultures, Religion and American Culture, Race and Racism in America,
etc. Prerequisite: 201 or permission of the instructor.

302. Workshop in Field Methods Approaches to the responsible collection and analysis of social and cul-
tural materials to be found in the immediate community and environment. Intensive training in partici-
pant observation, interviewing, and the analysis of the cultural scene, as well as the ethics of field work will
be stressed. Prerequisite: 202 or permission of the instructor.

401. Research and Methods in American Studies An integrative seminar focusing on the achievements
and problems of interdisciplinary study. Students examine the history and current literature of American
studies, discuss relevant philosophic questions , and, in research projects, apply techniques of interdiscipli-
nary study to a problem related to thematic concentration. Prerequisite: American studies major, minor, or
permission of the instructor.

402. Seminar in American Studies: Selected Topics Topics chosen annually on the basis of student inter-
est and scholarly concerns in the field. Such topics, explored through reading, discussion, field work, and
research, include: American Lives; The Twenties; Social Criticism in America; Male and Female in
America; Metaphors of American Experience; Myths, Fiction, and American Life; The American Artist
and Society; Photographs and American Culture. Students should refer to the class schedule for the topic
being offered in any given semester. Prerequisite: permission of the instructor.

403. Group Project: Selected Topics An alternative to American Studies 402, student majors in this course
will conduct a collaborative research project on a topic of mutual interest to students and faculty and pro-
duce a joint project reporting on their work. Prerequisite: 401 or permission of the instructor.

ANTHROPOLOGY

FACULTY

Ann M. Hill, Professor of Anthropology, Chair

Kjell I. Enge, Associate Professor of Anthropology

Heather Merrill, Assistant Professor of Geography and Women’s Studies
Karen J. Weinstein, Assistant Professor of Anthropology

Major

2 Enemas,

Eleven courses including 100, 101, 240, 241, 331 or 336, 1 ethnographic course (222, 223, 231, 232, 234
or 235, 400) and four additional courses, two of which may be Classical Studies 221 or 224.

MINOR

———— ea

Six courses, including 100 and 101 and four additional anthropology courses. Students who are interest-
ed in a minor should consult with the department.

FIELDWORK

rma

The anthropology program is a unique major characterized by an emphasis on understanding the cultures,
meanings and practices of various social groups in the context of a rapidly changing world. Fieldwork, the
hallmark of anthropological inquiry, is built into the department’s methods courses and is encouraged and
supported in student work abroad.

TEACHER CERTIFICATION

For information, see the Director of Teacher Education.

OPppoORTUNITIES FOR Orr-Campus STUDY AND INTERNSHIPS

Participation in summer field schools in cultural anthropology and archaeology, as well as internships at
local museums and other sites, provides unique, hands-on experience. The Field School in Cultural
Anthropology (Anthropology 396) is for six weeks every summer in Cameroon, Africa.

CouRSES

100. Introduction to Biological Anthropology A comprehensive introduction to the field of biological
anthropology. In this course, we apply evolutionary theory to explore principles of inheritance, human and
population genetics, modern human biological variation and adaptation, primate behavior, ecology, and
evolution, and human osteology and evolution. Open to freshmen and sophomores; others by permission.
Offered every semester.

101. Anthropology for the 21st Century This course is team-taught by anthropology faculty. Its primary
focus is on cultural anthropology, or the comparative study of human diversity across cultures. Guest lec-
turers will also contribute perspectives from other subfields within anthropology, namely archaeology, bio-
logical anthropology and linguistic anthropology. The goal is to demonstrate how anthropological per-
spectives enlighten our understanding of contemporary social phenomena and problems, highlighting the
relevance of the anthropology to everyday lives and especially to issues of human diversity. Open to fresh-
men and sophomores; others by permission. Offered every semester.

210. Language and Culture This course examines the relationship of language to culture and society. It

ANTHROPOLOGY

includes the study of sociolinguistics, language acquisition, cognition, and descriptive linguistics. The stu-
dent is introduced to major perspectives on language from Whorf, Hymes, de Saussure, and Levi-Strauss.

211. Sociolinguistics Sociolinguistics is the branch of linguistics which studies language as social and cul-
tural phenomena. Language is inseparably associated with members of a society where it is spoken, and
thus social factors are inevitably reflected in those members’ speech. This course surveys topics on language
and social class, language and ethnicity, language and gender, language and context, language and social
interactions, language and nation, and language and geography. These topics show how language unites
speakers as much as it divides speakers within a society and/or across societies. The topics are approached
through lectures, class discussions, readings, as well as social surveys. Offered every other year.

212. Development Anthropology Sociocultural change, development, and modernization in both
Western society and the Third World are examined in terms of theory and practice. Emphasis is on the
planning, administration, and evaluation of development projects in agriculture, energy, education, health,
and nutrition. The increasingly important role of professional anthropologists and anthropological data is
examined in the context of government policies and international business. Offered every other year.

214. Ecological Anthropology An examination of human adaption to changing environments with an
emphasis on systems analysis. Special attention to development and current environmental problems. This
course is cross-listed as Environmental Studies 214. Offered every other year.

216. Medical Anthropology Comparative analysis of health, illness, and nutrition within environmental
and socio-cultural contexts. Evolution and geographical distribution of disease, how different societies have
learned to cope with illness, and the ways traditional and modern medical systems interact. Offered every
other year.

217. Cross-Cultural Perspectives on Gender Use of comparative method to understand variations in the
patterning and content of gender roles and status across cultures. Although focused primarily on non-
Western cultures, the course will also examine gender among U.S. ethnic groups. Emphasis is on placing
gender roles and status in the broad, holistic context of interrelations among cultural ideologies, social
institutions, and material conditions. This course is cross-listed as Women’s Studies 217. Offered every other
year.

218. Biosocial Aspects of Female Sexuality This course explores the biological and cultural aspects of being
female. We first examine ecology and reproduction in nonhuman primates, and anatomy and physiology
of the reproductive system. We then explore biological and social aspects of being female throughout the
human life cycle, including sexual differentiation, infancy, childhood, adolescence, adulthood and senes-
cence, Finally, we discuss important issues related to female sexuality from a cross-cultural perspective, such
as sex and gender roles, sexual orientation, birth control and family planning, sexually transmitted diseases,
body image, and violence against women. This course is cross-listed as Women’s Studies 218. Offered every
other year.

219. Geography of Gender Feminist geographers have recently expanded the field of geographical analy-
sis to include the study of ways we think about and act out gender and other differences in relationship to
material and metaphorical space. Throughout history and across cultures, architectural and geographic spa-
tial arrangements and ideas have helped produce and reinforce various gendered and other intersecting
forms of social power. Rather than taking the social organization of space for granted, in this course we
examine the centrality of social space to form of power, difference, and resistance. Women and colonized
or marginalized peoples will be at the center of our explorations. Cross-listed with Women’ Studies. Offered
every other year.

220. Fundamentals of Archaeology: Theory and Field Archaeology Introduction to archaeology: a sur-
vey of the history, aims, methodology, theory and practice of archaeology. The evolution of archaeology
from amateur treasure quest and collecting to a complicated science, dedicated to the discovery and study
of material remains as well as the exploration and theoretical reconstruction of the past; great discoveries,
persons and factors that shaped this transformation in the 19th and 20th century; theories, issues, and

ANTHROPOLOGY

trends in archaeological interpretation; application of archaeology towards a greater understanding of our
past and present. An introduction to field archaeology and practice: site location, topographical and sur-
vey techniques, archaeological excavation techniques for different types of sites; stratigraphy, spatial distri-
bution, seriation; correlation, phasing, absolute and relative chronology; data recording, archaeological
drawing (sections, plans, artifacts) and photography; computer applications (including artifact data-base,
archaeological matrix, plans and maps, 3-D monument and site reconstructions); relationships between
archaeology and related sciences, between material and non-material culture, evidence interpretation and
theoretical reconstruction of material remains. Simulated Excavation Field (SEF) practical training; sum-
mer field training opportunities at Mycenae (excavation and Museum research) and Scotland. Prerequisite:
one Archaeology course (Archaeology 120, 130, 210) or previous field experience. Cross-listed as Archaeology
201. Offered every spring.

222. Contemporary Peoples of Latin America An examination of the life of present-day primitive and
peasant peoples of Middle and South America. These societies are seen holistically, and as they relate to
urban and state centers. Offered every other year.

223. Native Peoples of Eastern North America See course description with History 389 listing.

225. Human Osteology This course offers an intensive examination of human biological diversity as
revealed through the study of human skeletal remains. We will focus on techniques used to identify skele-
tal remains in archaeological, paleontological, and forensic contexts, as well as examining human skeletal
responses to environmental stress and human growth and development throughout the life cycle.
Prerequisite: 100 or 229 or permission of the instructor. Offered every other year.

229. Principles of Human Variation and Adaptation An anthropological perspective on modern human
biological diversity. We examine genetic variation, biological and cultural responses to environmental stres-
sors, including climate, altitude, nutrition, infectious and chronic diseases, and population growth and
demography. We use our understanding of human biological diversity to examine the notion that race is a
social phenomenon with no true biological meaning. Offered every other year.

231. Contemporary Europe This course introduces students to the rapidly changing world of contempo-
rary Europe, focusing on particular countries with membership in the European Union, In recent years,
the internal borders between members of the European Union have begun to fade away, while new forms
of localism, and ethnonationalism have appeared, sometimes with violent results. There is an effort to link
the member states into a unified economic and political whole, but there is also an intensified presence of
immigrant populations from all over the globe, and a growing sense of "multi-culturalism." This course
examines some of the identity issues that have emerged around the unification of European countries,
including nationalist and ethnic conflicts, the “new racism,” new social movements such as youth, anti-
racist, feminist and environmental movements, and growing social and cultural heterogeneity. Offered every
other year.

232. Modern China and Its Diaspora Communities This is a comparative course that examines contem-
porary Chinese communities in the PRC, as well as Chinese immigrant cultures located in Southeast Asia
and the U.S. The focus is on both the structure of these communities and the processes of identity for-
mation and re-imagining the “home” country of “native place” in the midst of considerable flux. The
course explicitly uses comparison to destruct staid truths about “the Chinese” and monolithic “Chinese
culture.” Offered every other year.

233. Anthropology of Religion A cross-cultural survey of the functions of religion, magic, and myth in
simple and complex societies. Religion and communication. Myth and social structure. A historical sum-
mary of the scientific study of religion. Offered every other year.

234, African Diaspora This course examines the presence and contributions of people of African descent
outside the African continent. While we generalize about the Black diasporic experience across continents,
we also pause to examine the ways that stories unfold in particular places and at specific historical
moments. Because most representations of Africa and her descendants have left Africans on the margins of

ANTHROPOLOGY

world history, in this course we pay particular attention to alternative ways of understanding Black dias-
pora. We draw upon case studies from the United States, the Caribbean, Brazil and Europe during differ-
ent historical periods. Cross-listed with American Studies and Sociology. Offered every other year.

235. State and Ethnicity in Upland Asia This course examines the borderlands shared by states in upland
Southeast Asia, such as Thailand, Burma and Laos, with China. It looks at dimensions of contemporary
migrations and transnationalism among populations historically marginalized, such as the Hmong, and
among populations that have a strong identification with states. Linked to political economies and global
markets, nationalism and other ideologies defining peoples and their cultures are explored with an eye
toward understanding how ideas about race and the other take shape. Offered every other year.

240. Qualitative Methods This course introduces students to the theory and methods of social science
research, beginning with an examination of the philosophies underlying various research methodologies.
The course then focuses on ethnographic field methods, introducing students to the techniques of partic-
ipant observation, structured and informal interviewing, oral histories, sociometrics, and content analysis.
Students design their own field projects. Prerequisite: At least one course in sociology, anthropology, or
American studies. This course is cross-listed as Sociology 240.

241. Measurement and Quantification in the Social Sciences This course focuses on quantitative data
analysis. Students learn how to design, code, and analyze interviews and surveys. Selected databases and
statistical programs are used to analyze current social issues and compare samples. Prerequisite: At least one
course in sociology, anthropology or American Studies. This course is cross-listed as Sociology 241.

243. The Human Story: Narratives of Human Evolution A critical examination of the applications of evo-
lutionary theory within the discipline of anthropology. We first examine the central tenets of biological
evolutionary theory. We then critique how anthropologists over the last century have used evolutionary
theory to explain the origins of human biology, behavior and culture. Offered every other year.

244. Fieldwork This course introduces students to fieldwork in anthropological research, a set of method-
ological practices informed by a number of theoretical assumptions. The course focuses on the funda-
mental techniques of field work in ethnographic inquiry and writing, including participant observation,
structured and unstructured interviewing, designing a project, taking and coding field notes, locating
archival sources, interpreting and analyzing data, and writing an ethnographic story. Students will conduct
field projects in the local area. Cross-listed with Sociology. Prerequisite: at least one course in Anthropology,
Sociology or American Studies. Offered every year.

245. Selected Topics in Anthropology Courses offered on an occasional basis that cover special topics such
as African women in development, theories of civilization, anthropology and demography or anthropo-
logical genetics.

331. Principles of Human Evolution This course offers an intensive examination of the evolution of the
human family, from our earliest ancestors at circa 5-6 million years ago to the origin and dispersal of mod-
ern humans. We use skeletal biology, geology, and archaeology to understand th human evolutionary
record. Prerequisite: Any Biology 100-level course. Offered every spring.

334. Gender, Race and Globalization This course examines some of the social and cultural effects of eco-
nomic and political restructuring, otherwise known as “globalization,” that have been occurring around
the world since at least the 1970s and have accelerated during the past decade. We will focus on the increas-
ing participation of women in the international division of labor, expanding migrations, growing economic
and political polarization within and between countries, the racialization of certain populations, com-
modification and the spread of consumerism, the relationship between the “local” and the “global,” and
various forms of social resistance. Our explorations will include examination of the historical and theoret-
ical discussions of globalization, gender, and race, and ethnographic examples from various parts of the
world, including but not limited to parts of Europe, Thailand, Malaysia, Mexico, the United States and
parts of Africa. Prerequisite: at least one course in Anthropology or Women’ Studies. Offered every other year.

ANTHROPOLOGY/ARCHAEOLOGY

336. Social Distinctions This course covers anthropological theories of social hierarchy and stratification.
Both the material and ideological bases of social distinction are examined. Gender, class, race, ethnicity,
kinship and slavery are some of the specific topics covered in the course. Prerequisite: 101. Offered every fall.

345. Advanced Topics in Anthropology Courses offered on an occasional basis that cover special topics
such as African women in development, theories of civilization, anthropology and demography or anthro-
pological genetics.

395. Archaeological Field Studies Application of the fundamentals of excavation and the analysis of arti-
factual materials from the excavation of a site in the Carlisle area. Sites will be located within daily com-
muting distance of the College. Prerequisite: permission of the instructor and one previous course in
Anthropology. Offered in summer school only. Cross-listed as Archaeology 303.

396. Field School in Cultural Anthropology Ethnographic field study of selected anthropological prob-
lems in Cameroon, Analysis of cultural, social, economic, and environmental systems using participant
observation, interview protocols and other appropriate methodologies. Pre-departure workshops, six-week
field study and post-fieldwork write-up. Tivo course credits. Prerequisite: Anthropology/Sociology 240. Offered
in summer school only,

400. Senior Colloquium This course is based on student independent research projects, supervised by the
faculty colloquium coordinator, with special advisement from faculty colleagues. Students taking the
course are encouraged to build on previous fieldwork experience or to develop new, community-based
projects. In some cases, archival research may be substituted for fieldwork. The course can accommodate
honors projects begun with faculty mentoring and aimed at publication. The course meets for 1/2 credit in
the fall and 1/2 credit in the spring of the senior year. Prerequisite: 240, 241 or 244. Offered every year.

ARCHAEOLOGY

CONTRIBUTING FACULTY

R. Leon Fitts, Asbury J. Clarke Professor of Classical Studies, Chair of Classical Studies Department

Ann M. Hill, Professor of Anthropology , Chair of Anthropology Department

Kjell Enge, Associate Professor of Anthropology

Marcus Key, Associate Professor of Geology

Melinda Schlitt, Associate Professor of Art History

Karen Weinstein, Assistant Professor of Anthropology

Christofilis Maggidis, Christopher Roberts Chair in Archaeology, Assistant Professor of Classical Studies
(Interdisciplinary Archaeology Program Coordinator)

Major
12 courses:

CORE:

Archaeology 120/Classical Studies 221: Greek Art and Archaeology

Archaeology 130/Classical Studies 224: Roman Archaeology

Archaeology 210: Prehistoric Aegean Art and Archaeology

Archaeology 201/Anthropology 220: Fundamentals of Archaeology: Theory and Field Archaeology

Anthropology 100: Biological Anthropology

Art & Art History 202: Etruscan and Roman Art

Geology 101: History of Life

One course in summer excavation fieldwork (Archaeology 301/Classical Studies 301 or Anthropology
395) or Museum/Lab internship

Senior Experience

ARCHAEOLOGY

ELECTIVES:

Four additional elective course, selected according to the student’s specialization interests, needs, and back-
ground; the elective groups may be chosen in any combination from three distinct elective groups:

Elective Group I: Ancient Art

Archaeology 221: Ancient Greek Architecture
Archaeology 222: Ancient Greek Sculpture
Archaeology 223: Ancient Greek Painting
Archaeology 390: Advanced Studies in Archaeology
Art & Art History 302: Roman Painting

Art & Art History 303: Roman Portraiture

Art & Art History 391: Studies in Art History

Art & Art History/Archaeology Independent Study

Elective Group II: Classical Civilization

Archaeology 250: Ancient Greek Religion and Sanctuaries

Archaeology 390: Advanced Studies in Archaeology (i.e. Problems in Aegean Prehistory, In Search of the
Trojan War, Great Cities of the Ancient World)

Classical Studies 200: Special topics in Classical Civilization (ie. Death and Burial in the Ancient
World, Athenian Democracy, Roman Architecture)

Classical Studies 251: Greek History

Classical Studies 253: Roman History

Greek 393, 394: Greek Seminars (i.e. Archaeology of Writing)

Classical Studies/Archaeology Independent Study

Elective Group III: Society and Environment
Anthropology 101: Anthropology for the 21st Century
Anthropology 214: Ecological Anthropology
Anthropology 225: Human Osteology

Anthropology 233: Anthropology of Religion
Anthropology 245: Selected Topics in Anthropology
Anthropology/Archaeology Independent Study
Geology 104: Global Climate Change

Geology 207: Paleontology

Geology 209: Sedimentology and Stratigraphy

MINOR

en eS

8 courses total:

CORE:

Archaeology 120/Classical Studies 221: Greek Art and Archaeology

Archaeology 130/Classical Studies 224: Roman Archaeology

Archaeology 201/Anthropology 220: Fundamentals of Archaeology: Theory and Field Archaeology

Anthropology 100: Biological Anthropology

Art & Art History 202: Etruscan and Roman Art, or alternatively, Archaeolgy 210: Prehistoric Aegean
Art and Archaeology

One course in summer excavation fieldwork (Archaeology 301/Classical Studies 301 or Anthropology
395) or Museum/Lab internship

Senior Experience

Two ELECTIVE COURSES

selected according to the student’s specialization interests, needs, and background; the elective courses
may be chosen in any combination from the three elective groups above.

ARCHAEOLOGY

OppoORTUNITIES FOR OFF-CAMPUS STUDY AND INTERNSHIPS

Field experience in archaeology is an important component of the Archaeology Major/Minor; students are
trained in the techniques and methods of field archaeology and provided with invaluable hands-on expe-
rience. All students are encouraged to spend part of at least one summer at an excavation or survey, either
in the United States or abroad. The Department of Classical Studies has been sponsoring and conducting
annual summer excavations in Scotland and Great Britain since 1973 (joint project with the University of
Durham, England, headed by Prof. Fitts); students have also the opportunity to participate every summer
in the archaeological survey, excavation, and Museum research at Mycenae, Greece (D.E.PA.S. project,
headed by Prof. Maggidis, Assistant to the Director of Mycenae). The Department of Anthropology offers
occasionally a summer field course, which is conducted in the Carlisle area; students may also participate
in other excavations in the region, such as the Cloisters, Ephrata, PA (State Museum of Harrisburg on City

Island).

Students are also encouraged to pursue Museum internships offered at The Trout Gallery by the
Department of Art & Art History, research internships and training (digital research projects) at the J.
Roberts Dickinson Archaeology Lab, or Museum/lab summer research at Mycenae, Greece.

The Department of Classical Studies also offers four-week travel opportunities in Italy and Greece, and a
six-week summer course at the UNESCO Center for Mycenaean Studies in Greece; other opportunities
are also available, including Durham University (Department of Archaeology), the Intercollegiate Center
in Rome and the College Year in Athens. Contact the department chairperson for further information.

INDEPENDENT STUDIES AND HONoRs IN THE Major

Independent studies are available. Any independent study must involve an interdisciplinary research topic
in Archaeology. No more than two independent studies may be counted toward the major. Topic propos-
al and program of work must be approved by the instructor. Independent research leading to Honors in
the Major may be undertaken with one of the contributing departments.

ANCIENT & MODERN FOREIGN LANGUAGES

There is no special ancient or modern foreign language requirement for the Archaeology Major/Minor.
Ancient Greek or Latin is, however, recommended for some of the elective Group II courses.
Recommended modern foreign languages include any of the following: German, French, Modern Greek
(required for participation in the D.E.RA.S. of Mycenae project and recommended for the UNESCO
summer course in Greece), or Italian. Four semester courses of a recommended ancient or modern foreign
language may be counted collectively as one (maximum allowed) of the four elective courses toward the

Archaeology Major.

CouRSES

120. Greek Art and Archaeology A general introduction to the art and archaeology of ancient Greece from
Prehistoric to Hellenistic times: Bronze Age civilizations (Cycladic, NE Aegean and Trojan, Minoan,
Helladic/Mycenaean); Protogeometric, Geometric, Archaeic, Classical, and Hellenistic Greece. A survey of
architecture (temple, secular, funerary), sculpture, vase-painting, monumental painting, metalwork, and
minor arts of these periods, both on mainland Greece and in the Greek colonies (Asia Minor, Pontus, Syria,
Phoenice, Egypt, S. Italy and Sicily); comparative study of typological, iconographical, stylistic, and tech-
nical aspects and developments; styles and schools, regional trends. Historical contextualization of ancient
Greek art and brief consideration of socio-economic patterns, political organization, religion, and writing.
Evaluation of the ancient Greek artistic legacy and contribution to civilization. Field trips to archaeologi-
cal collections and Museums. This course is cross-listed as Classical Studies 221. Offered every fall.

ARCHAEOLOGY

130. Roman Archaeology A survey of the archaeology of ancient Italy ca. 800 BC to AD 400. Particular
attention is devoted to the study of the development of civilization and culture at Rome, Pompeii,
Herculaneum, Ostia and Britain. This course is cross-listed as Classical Studies 224. Offered every other spring.

201. Fundamentals of Archaeology: Theory and Field Archaeology Introduction to archaeology: a sur-
vey of the history, aims, methodology, theory and practice of archaeology. The evolution of archaeology
from amateur treasure quest and collecting to a complicated science, dedicated to the discovery and study
of material remains as well as the exploration and theoretical reconstruction of the past; great discoveries,
persons and factors that shaped this transformation in the 19th and 20th century; theories, issues, and
trends in archaeological interpretation; applications of archaeology towards a greater understanding of our
past and present. An introduction to field of archaeology and practice: site location, topographical and sur-
vey techniques, archaeological excavation techniques for different types of sites; stratigraphy, spatial distri-
bution, seriation; correlation, phasing, absolute and relative chronology; data recording, archaeological
drawing (sections, plans, artifacts) and photography; computer applications (including artifact data-base,
archaeological matrix, plans and maps, 3-D monument and site reconstructions); relationships between
archaeology and related sciences, between material and non-material culture, evidence interpretation and
theoretical reconstruction of material remains. Simulated Excavation Field (SEF) practical training; sum-
mer field training opportunity at Mycenae (excavation and Museum research) and Scotland. Prerequisite:
120, 130 or 210 or previous field experience. This course is cross-listed as Anthropology 220. Offered every spring.

210. Prehistoric Aegean Art and Archaeology A general introduction to the art and archaeology of the
Prehistoric Aegean, including the Neolithic, Cycladic, NE Aegean and Trojan, Minoan, Helladic and
Mycenaean civilizations, with consideration of both the Aegean sites and the Minoan/Mycenaean trade-
posts and colonies in Asia Minor, Cyprus, Syropalestine and Egypt. A survey of architecture (palatial, sec-
ular, temple and funerary), pottery, sculpture, frescoes, sealstones, metalwork (metallic vases, weapons, jew-
elry), stone- and ivory-carving; comparative study of typological, iconographical, stylistic, and technical
aspects and developments. Cultural contextualization and brief consideration of the historical framework,
socio-economic, political and administrative context, writing and religion. Major interpretative issues and
problems in Aegean Prehistory, including relative and absolute chronology, emergence and formation
process, collapse and fall of the Minoan palaces and the Mycenaean citadels, spatial definition and multi-
ple function of the palatial networks, military power and expansionism, international dynamics and con-
tacts. Evaluation of the Prehistoric Aegean legacy and contribution to ancient Greek and Western
Civilization. Visits to archaeological collections and Museums. Offered every fall.

221. Ancient Greek Architecture A survey of ancient Greek architecture from the 11th century BC to the
Ist century BC, on mainland Greece and the Greek colonies. Temple architecture, altars and sanctuaries;
secular architecture (houses, villas, and palaces); public architecture (agoras, stoas, prytaneia, propyla, the-
aters, gymnasia, stadiums, fountains and aqueducts, fortifications, roads, bridges); poleodomy or city-
planning; funerary architecture (tombs, heroa, mausoleums and other funerary buildings). Building mate-
rials and techniques; orders and principles of ancient Greek architecture; ancient theory and techniques,
typological developments and technological advances, architectural masterpieces; ancient Greek masters.
consideration of epigraphical and ancient literary sources (including readings from Vitruvius, Pliny the
Elder, Pausanias). Offered every third year.

222. Ancient Greek Sculpture A thorough survey of ancient Greek sculpture from 1050 BC to 31 BC,
with consideration of both mainland Greece and the Greek colonies (Asia Minor, Pontus, Syria, Phoenice,
Egypt, S Italy and Sicily). Daedalic, Archaic, Classical and Hellenistic periods; sculpture in the round and
architectural sculpture, monumental and small-scale sculpture. Materials, techniques, and principles; sub-
ject matter and iconography, stylistic and technical developments; styles and regional trends; ancient Greek
masters and their schools, legendary contests; consideration of ancient literary sources (including readings
from Pausanias and Pliny the Elder) and Roman copies of Greek originals. Visits to archaeological collec-
tions and Museums; hands-on examination of selected important sculptures (prospective cast collection

on-campus). Offered every third year.

ARCHAEOLOGY

223. Ancient Greek Painting A survey of ancient Greek vase-painting (Protogeometric, Geometric,
Archaeic, Classical, and Hellenistic periods, from 1050 BC to 31BC) with consideration of both mainland
Greece and the Greek colonies, and study of ancient Greek (with special emphasis on recently discovered
large-scale frescoes in Macedonian tombs), Etruscan, and Roman monumental painting (including selec-
tive mosaics). Materials, techniques, and principles; iconography, stylistic and technical developments;
styles and regional trends; ancient Greek and Roman masters and their schools; consideration of ancient
literary sources (including readings from Pausanias, Pliny the Elder, Cicero). Visits to archaeological col-
lections and Museums. Offered every third year.

250, Ancient Greek Religion and Sanctuaries A survey of the origins, history, structure, and evolution of
ancient Greek religion and sanctuaries from Mycenaean to Hellenistic times. A comparative study of offi-
cial religion vs. folk religion, pantheon of gods and heroes vs. daemonic cults and magic (ritual binding,
cursing, charming), myths, oracles, festivals and games vs. house cult; an insight into mysteries and chthon-
ic cults, burial customs and eschatology, soul and the Homeric underworld, the mnemoscape of death and
reincarnation. A review of loci of worship (caves, shrines, temples, sanctuaries); analysis and meaning of
the worship ritual, offerings, dedications, animal and human(’) sacrifices; interpretation of sacred symbols,
ritual implements and paraphernalia: idols and figurines, large-scale anthropomorphic concretions, cult
statues. A comparative study of the history and development, organization and lay-out, architecture,
portable finds and dedications of the most prominent Mycenaean and ancient Greek sanctuaries (Mycenae
Cult Center, Tiryns shrines, Aghia Irene temple; Olympia, Delphi, Eleusis, Delos, Nemea, Dodone, Kos,
Samos, Priene, Pergamon) involving a synthesis of archaeological and iconographical evidence, Linear B
documents, epigraphic evidence, and ancient literary sources. Additional issues to be addressed include:
Greek anthropomorphism and polytheism; the power of religion as collective memory; the sociopolitical
role of organized religion; priesthood and the gradual appropriation of religion by the ruling hierarchy and
the state (polis); chronological development of ritual vs. unchanging core of beliefs; patterns of uniformi-
ty and regional variation; survival of ancient Greek religious elements in Christianity. Offered every third
year.

301. Fieldwork in Classical Archaeology Archaeological excavation and/or survey for four to six weeks in
selected locations of the ancient Greek and Roman worlds, which include Mycenae in Greece (DEPAS
Project) and Scotland, Great Britain (joint Project with the University of Durham, England), The dig pro-
vides training for students in the techniques and methods of field archaeology. Admission by permission of
the instructor; Archaeology 201 recommended. Offered every summer.

390. Advanced Studies in Archaeology This course undertakes special topics, issues, and problems in Old
World and New World Archaeology ranging from prehistory and classical antiquity (i.e. Problems in
Aegean Prehistory, In Search of the Trojan War, Great Cities) to modern era archaeology (19th/20th cen-
tury AD) and modern applications of the discipline. Prerequisite: at least one 200-level archaeology course.
Offered occasionally,

ArT & ArT History

ART & ART HIstory

FACULTY

Sharon Hirsh, Charles A. Dana Professor of Art History

Barbara Diduk, Charles A. Dana Professor of Art

Ward Davenny, Associate Professor of Art

Melinda Schlitt, Associate Professor of Art History, Chair

Philip J. Earenfight, Director of The Trout Gallery, Associate Professor of Art & Art History

Elizabeth Lee, Visiting Instructor in Art History

Robert W. Cavenagh, Jr., Director of Instructional Media, Part-time Associate Professor of Art and
Education

Susan E Nichols, Associate Dean of the College, Part-time Associate Professor of Art

CONTRIBUTING FACULTY
Harry D. Krebs, Professor of East Asian Studies

Major

Art History option: Eleven courses including 101, 102; one course in studio, either 122 or 123; one course
in Ancient Art, either 202 OR either Classical Studies 221 or 224; one course in Renaissance Art, either
300 or 301; one course in Modern Art, either 314 or 315; 407; 207; and three electives in art history. Art
history majors are also encouraged to take additional course work in Philosophy, Religion, Classics and
studio art; to consider internships or independent studies directed to future interests in the discipline; and
to take German if they are considering graduate work in art history.

Studio Art option: Eleven courses including 101, 102; one course in Renaissance Art, either 300 or 301;
one course in 20th-century Art, either 314 or 315; 122; either 222 or 230; 410 (including submission of
position paper and portfolio for graduation); and four additional studio courses, including one at the
advanced level, and at least one three-dimensional course. Seniors concentrating in studio are required to
present a slide portfolio of their work in their final semester. Students electing this option are encouraged
to take more studio courses than the required six. Self-developed options, including conservation and
architecture programs, can be arranged.

MINOR

101 and 102 plus four additional courses in the appropriate discipline (art history or studio), subject to
the minor adviser’s approval, that suit the particular interests of the student.

SUGGESTED Four YEAR PROGRAM

Art History Option

First Year: 101, 102

Second Year: 207 should be taken immediately after 101 and 102; 202, Classics, or 204 (as elective)

Third and Fourth Years: 300 or 301 or 304, 306, 314 or 315, 404; and fourth year only, 407 (offered in
Fall)

NOTE: 391, 392 Studies in Art History, as well as independent study, should be taken in the third or

fourth year, depending on the topic and the advice of the instructor and the adviser.

Studio Art Option

First and Second Years: 201, 102, 122, and 222 or 230, and 123 or 224 or 226 and/or 221, 227, 228.

Third and Fourth Years: 330, 324, 326, 327, 335, 410. Upper level art history course; 314 or 315 must
be taken by the third year, prior to the Fall Senior Studio Seminar.

ArT & ART HIsToRY

NOTE: 410 must be taken Fall of senior year

Senior Portfolio: Students who major in art with a studio emphasis must prepare a slide portfolio of
their creative work for faculty review during their senior year and are expected to mount a formal exhibi-
tion of their work. Students should meet with the department chairperson for more details.

INDEPENDENT STUDY

ener tt cee

Independent study courses are to be set up through consultation with an Art & Art History department
adviser and instructor of the course. A proposal of the topic, and program of work must be submitted to
the instructor for approval.

OPppoRTUNITIES FOR Orr-CAmpus STUDY

Students interested in studying abroad on Dickinson’s Programs in Toulouse, or with affiliate programs in
Italy are encouraged to take French or Italian.

INTERNSHIP

CON
Through The Trout Gallery and other regional museums, galleries, art associations, commercial galleries,
and architectural firms, the Department of Art & Art History offers internships to advanced students. In
the past, art history majors have undertaken museum internships at The Metropolitan Museum, the
Springfield (Ma.) Museum of Fine Arts, and the Philadelphia Museum of Art, while studio and art histo-
ty majors have interned at commercial galleries in Philadelphia, Harrisburg, and New York City; these
internships have included conservation and restoration work. Consult the departmental internship advis-
er and the college internship coordinator.

Honors IN THE Major

es ee nN
Department of Art & Art History majors may seek Honors, the highest academic award a department can
bestow. Honors in the major are by the invitation of Department of Art & Art History faculty following
self-nomination by February of the junior year. Students undertake a year-long independent study with an
adviser, Consult with the Department of Art & Art History chairperson or your major adviser for addi-
tional information.

COURSES

Art History Courses:

101, 102. An Introduction to the History of Art A survey of painting, sculpture, and architecture of west-
ern civilizations. 101 surveys art from the ancient Near East through medieval European. 102 surveys art
of the European renaissance through the contemporary period.

201. History and Art of the Film or the Photograph A study of the history of the film or the photograph
as an art form involving mechanical reproduction. Issues of criticism and theory are also addressed.

02. Etruscan and Roman Art A detailed survey of painting, sculpture, and architecture beginning with
Etruscan culture in Italy from approximately the 8th century BC through the formation of the Roman
Republic and Empire until the early 3rd century AD, Emphasis will be placed on understanding and ana-
lyzing the production, style, materials, and function of Etruscan and Roman art within the cultural and
political contexts in which it was made. Issues of meaning and interpretation, scholarly debates concern-
ing stylistic categories and periodization, and theoretical/critical perspectives expressed in ancient literary
texts will form an integral part of the course. The legacy of the Roman Imperial tradition, particularly in
sculpture and architecture, and its vast impact on western civilization from the Early Christian period
through continuous reformulations in the present will also be addressed. A class field trip to a regional
museum is required. Offered every other year.

ArT & ArT History

203. Medieval Art European art and architecture of the Middle Ages, from the decline of Rome to the first
decades of the 15th century. Particular emphasis is placed on Romanesque and Gothic cathedral architec-
ture. Prerequisite: 101 or permission of the instructor. Offered alternate years.

204. American Art The development of architecture and painting in America. Special consideration is
given to 19th-century architecture, with field work in Carlisle, and to recent, specifically American, move-
ments in 20th-century painting. Prerequisite: 101 or 102, American studies majors, or permission of the
instructor.

205. Topics in Art History An intermediate-level study of selected topics in the history of art and archi-
tecture. Prerequisite: 101 or 102, as appropriate to the topic, or permission of the instructor.

207. Criticism and Theory in the Arts An introduction to critical strategies in and theoretical approach-
es to the visual arts. Particular emphasis is placed on close analysis and discussion of texts. The course
addresses issues of historiography (history of writing about art), critical theory, or contemporary art criti-
cism. Prerequisite: 101 or 102 or permission of the instructor.

208. Japanese Art This course is an introduction to Japanese art and aesthetics throughout the history of
this culture. The study of this art occurs in the context of the civilization as a whole, as it has both changed
and resisted change over time due to both internal and external forces. Students are expected to look care-
fully at their own preferences and prejudices with the intention of seeing them from an additional per-
spective. Offered alternate years.

210. Chinese Art This course is an introduction to the history and aesthetic of Chinese art. The art is stud-
ied as a primary part of the larger culture. Other elements of the culture are introduced as they are relevant
to seeing the civilization as a whole. The subject matter is those arts most typical of the major dynasties,
but painting is the primary overall focus. Offered alternate years.

300. Italian Renaissance Art 1250-1450 A survey of painting, sculpture, and architecture in Italy from
approximately 1250 to 1450. The works of Giotto, Pisano, Donatello, Ghiberti, Brunelleschi, and
Massacio, among others, will be addressed. Issues of style, patronage, and function will be considered with-
in the political and cultural contexts of the 13th through 15th centuries. Critical and theoretical writings
of the period will also be discussed. Prerequisite: 101 and 102 or permission of the instructor.

301. Italian Renaissance Art 1450-1563 A survey of painting, sculpture, and architecture in Italy from
1450 through 1580. The works of Botticelli, Leonardo, Raphael, Michelangelo, Bramente, and Titian,
among others, will be addressed. Issues of style, patronage, and function will be considered within the
political and cultural contexts of the 15th and the 16th centuries. Critical and theoretical writings of the
period will also be discussed. Prerequisite: 101 and 102 or permission of the instructor.

302. Roman Painting This course will address the antecedents of Roman wall painting in ancient Greek
sources, as well as issues related to classification, genre, style, function, and artistic practice. The tradition-
al ‘four styles’ of Roman painting first outlined by Vitruvius and more recent proposals for reconstructing
these traditional stylistic categories will be addressed, as well as questions surrounding the many purposes
and effects of painting in Roman culture and society. The relationship of pictorial imagery to specific lit-
erary structures and styles during the Imperial period will also be considered along with more theoretical
artistic principles such as optics, illusionism, and visual imagination in the Roman world. A variety of
ancient literary sources as well as scholarly studies an critiques will form the textual basis for the course,
while digital reconstructions and “virtual” movement through ancient pictorial spaces will augment the
visual sources we use. Prerequisite: Archaeology Core or 101 and 102 or 202.

303. Roman Portraiture Of all visual and literary genres, portraiture is undoubtedly the most specific and
elusive in western culture. Its history is as old as the ancient Greek myths about the origins of painting
itself, and as recent as the current pseudo-journalistic television program entitled “Intimate Portraits.” This
course will examine the tradition and evolution of ancient roman portraiture as the most prolific and
enduring source of the genre from its Etruscan and Hellenistic foundations through the dissolution of the

ArT & ArT HISTORY

Empire in the mid-fourth century AD. Republican and Imperial iconographies, funerary genres, and con-
textual considerations such as the public, private, and political realms will be considered. The notion of
constructing a visual identity and historical legacy through portraiture as part of Roman culture, and more
specific conceptual qualities such as “realism” and “idealism,” “youth” and “age” will be discussed together
with more technical issues such as dating, identifying physiognomic types, sculpting techniques. At least
one trip to a regional museum or gallery will be required. Prerequisite: Archaeology core, or 101 and 102 or
202.

304. Southern Baroque Art Painting, sculpture, and architecture of the 17th century in Italy, France, and
Spain will be considered. Artists included in this course are: Caravaggio, the Carracci, Reni, Artemesia
Gentileschi, Bernini, Borromini, Vel squez, and Poussin. Issues of theory and criticism will also be
addressed. Prerequisite: 101 and 102 or permission of the instructor. Offered alternate years.

306. Northern Baroque Art A study of 17th-century Northern European Art with particular emphasis on
Flemish and Dutch painting. Artists included in this course are Rubens, Van Dyck, Rembrandt, Hals, and
Vermeer. Issues of theory and criticism will also be addressed. Prerequisite: 101 and 102 or permission of the
instructor. Offered alternate years.

313. 19th-Century Art Issues of romanticism, realism, impressionism, and post-impressionism. Major
19th-century European figures and movements will be surveyed. Critical and theoretical writings of the
period will be discussed. Prerequisite: 101 and 102 or permission of the instructor.

314. 20th-Century Art A survey of major artists and movements from 1905 to the present, including
expressionism, cubism, futurism, de Stijl, dada, surrealism, abstract expressionism, pop art, minimalism,
hyper realism, neo-expressionism, and recent developments through post-modernism, Critical and theo-
retical writings of the period will be discussed. Prerequisite: 101 and 102 or permission of the instructor.

315. Topics in Contemporary Art This course will address recent developments in art from 1945 to the
present; focus on particular artists, works, and movements will vary. Critical and theoretical issues of the
period will be discussed. Prerequisite: 102 or permission of the instructor.

391. Studies in Art History Studies in selected topics of the history of art and architecture. The content
of each course will be altered periodically. Prerequisite: 101 and 102 or permission of the instructor.

404, Seminar: Topics in the History of Art Advanced investigation of a particular artist, work, movement,
or problem in the history of art. Prerequisite: permission of the instructor.

407. Art Historical Methods Study of the research tools and methodologies of art historical analysis, a
study of the use of primary and secondary sources, and documents in art history. In addition, the major
schools of art historical writing and theory since the Renaissance will be considered. The course has as its
final project a public exhibition in The Trout Gallery curated by the seminar students. Prerequisite: 101
and 102, as well as other upper-level courses on art of the Renaissance to the present. Required course for students
with an emphasis in art history.

Studio Art Courses:

122. Fundamentals of Composition and Drawing Working from observation and using a variety of
media, this basic studio drawing course will explore issues common to both representational and non-rep-
resentational art. This course serves as the foundation to upper-level two-dimensional offerings.

123. Fundamentals of Sculpture and Three-Dimensional Design A studio course covering basic elements
of three-dimensional composition and sculpture. Students will construct sculptures examining a range of
media and fabrication techniques.

160. Special Topics in Studio Selected techniques and concepts in studio, taught at the introductory level.
The content of each course will be altered periodically.

221. Introduction to Photography An entry-level course in black-and-white photography. Film develop-
ing and the making of prints using conventional media, and an exploration of other media and processes

ArT & ArT History

which may include high contrast, large format, hand-tinted works, introductory color and alternative
processes. The student will be required to demonstrate attainment of skill through portfolios presented to
the class.

222. Drawing A studio course to explore further, those issues covered in 122, but focusing on the creation
of light and space. Landscape, architecture, still-life and the model will serve as subject matter. A large vari-
ety of media will be used, including pastel, monotype, ink, acrylic paint and charcoal. Prerequisite: 122 or
permission of the instructor.

223. Introduction to Digital Photography An introductory course for students without experience in
either digital or traditional photography. The course explores the fundamentals of image making from tra-
ditional b&cw images through experimental color and composite images. Students work with either 35mm
or digital cameras. Images are modified using the computer and appropriate software. Each student is
required to submit images throughout the semester for class and faculty critiques. Revisions are encour-

aged. The course holds a public show at the end of the semester.

224. Wheelwork Ceramics A studio course exploring expressive possibilities offered by the potters wheel.
Students will examine both utilitarian and sculptural aspects of the medium. A variety of clays, glazes and
firing approaches will be examined.

226. Sculpture Ceramics A sculpture course further examining three-dimensional problems covered in the
basic three-dimensional design course. The course will focus on clay as the primary (but not exclusive) fab-
rication material. Students will examine a range of firing, glazing, and construction techniques.
Prerequisite: 123, 224 or permission of the instructor.

227. Fundamentals of Painting A basic studio course exploring the techniques, practices and history of
painting and theories of color. Working from observation, subject matter will range from still-life and land-
scape to architecture and the figure. Prerequisite: 122 or permission of the instructor.

228. Printmaking Survey A studio course in which students will gain a working knowledge in each of the
four major areas of printmaking woodcut, etching, lithography, and screenprinting. Prerequisite: 122 or
permission of the instructor.

230. Life Drawing The course will be devoted to working from the human form during which the stu-
dents will be expected to develop a sense of two-dimensional line and three-dimensional illusionistic form
through the use of such graphic media as pen and ink, pencil, charcoal, Conté crayon, etc. Prerequisite:
122 or permission of the instructor.

320. Advanced Photography Topics and techniques in photography which extend beyond the entry
course. Each student will select an area in which to build a body of work. Prerequisite: 221. Offered alter-
nate years.

323. Sculpture Various sculpture media will be explored including clay, plaster, wood, stone, and metals.
An emphasis will be placed on carving, casting, and metal welding. Prerequisite: 123.

324, Advanced Three-Dimensional Design and Sculpture A second level three-dimensional design and
sculpture course concentrating on advanced fabrication techniques, alternative building materials, and
aspects of contemporary and historical practice. Prerequisite: 123, 224, 226 or permission of the instructor:

326. Intaglio Printmaking An in-depth exploration of etching, engraving, aquatint and other techniques
of drawing on, and printing from metal plates. Photo-etching and working in color will also be covered.
Prerequisite: 122 or permission of the instructor.

327. Advanced Painting A second-level studio painting course concentrating on the figure, and covering
advanced techniques, alternative materials, and aspects of contemporary and historical practice.
Prerequisite: 227.

330. Advanced Life Drawing Advanced problems and issues in drawing the human form. Prerequisite: 230
or permission of the instructor.

ArT & Art History

335. Lithography A studio course exploring the art, techniques, and history of drawing and printing from
the stone. Metal plate, color, and photo-lithography will also be explored. Prerequisite: 122 or permission
of the instructor.

360. Advanced Studio Selected advanced studio techniques and concepts. The content of each course will
be altered periodically. Prerequisite 122, 123 or permission of the instructor.

410. Senior Studio Seminar A required course for senior studio students. Critiques of students’ work will
include examination of timely topics in the visual arts and the relationship of the artist to society. Critiques,
selected critical readings, museum visits and visiting artists will provide the basis for discussion. Co-requi-
site: One studio course. Prerequisite: One studio course.

The following course is offered in the Summer Semester in England Program:

105, Art in England A topics course in the history and practice of art, using the galleries, museums and
architecture of London and its environs as its focus.

The following course is offered in Bologna:

132. The Arts of Italy An introduction to the major visual traditions of the Italian peninsula from antiq-
uity to the end of the 18th century, combined with the basic art historical methodologies necessary to their
understanding. Focus will be on the relationship of visual materials to their intellectual, social, and reli-
gious underpinnings, with special emphasis on the artistic traditions and monuments of Bologna. Lectures,
discussion, and site visits provide the opportunity to understand artistic production in its larger cultural
context. In addition to regular class meetings for lecture and discussion, required group excursions in and
around Bologna will be scheduled occasionally on Fridays or Saturdays.

The following courses are offered in Toulouse:

115. French Art from the Romanesque through the Baroque This course will examine the development
of medieval art, architecture and sculpture in the romanesque and gothic styles, drawing principally on
regional examples. The wealth of Roman remains in southwestern France will help clarify connections
between medieval art and its ancient predecessors. Classroom lecture and discussion will be augmented by
on-site study of churches, cloisters and museums in the Toulouse area. Outstanding examples of private
dwellings in Toulouse dating from the Renaissance will illustrate the passage between the end of the Middle
Ages and the following periods. Issues of style, patronage and function will be considered with the politi-
cal and cultural contexts of the 11th through the 18th centuries. Offered only at the Dickinson Study Center
in Toulouse.

116. French Art of the 19th and 20th Centuries A survey of the major movements in French art from
Romanticism to the present, including realism, impressionism, cubism, Dada, surrealism and abstract art.
Contemporary museum collections in France, particularly those in the Toulouse region and in Paris, will
furnish examples of important works. This course will pay special attention to the links between change in
French society and the evolution of artistic production. Offered only at the Dickinson Study Center in
Toulouse.

The following courses are offered in Toulouse Summer Session:

260. Painting “En Plein Air” A second-level painting course concentrating on the concepts and practice
of painting in the landscape. We will deal with the use of color, space, light and interpretive problems of
working on site. Prerequisite: 122 and 227 or the equivalent, or permission of the instructor.

261. Architecture and the Figure Drawing from the architecture of southwestern France with an empha-
sis on the figure and its role in establishing scale, movement and narrative. Prerequisite: 122 or the equiva-
lent, or permission of the instructor.

BIOCHEMISTRY & MOLECULAR BioLocy/ BIOLOGY

BIOCHEMISTRY & MOLECULAR BIOLOGY

CONTRIBUTING FACULTY

Thomas M. Brennan, Professor of Biology, Joseph Priestley Chair in Natural Philosophy

R. David Crouch, Associate Professor of Chemistry

John H. Henson, Associate Professor of Biology, John B. Parsons Chair in the Liberal Arts and Sciences
Michael S. Holden, Associate Professor of Chemistry, Alfred Victor duPont Chair in Chemistry
Michael P. Roberts, Associate Professor of Biology, Program Director,

Kirsten A. Guss, John R. & Inge Paul Stafford Chair in Bioinformatics, Assistant Professor of Biology
Pamela J. Higgins, Visiting Assistant Professor of Chemistry

Major

Biology any two 120-128 courses, 313, 317, 417

Chemistry 141, 241, 242, 244 and either 442 or 490

Biology/Chemistry 342

Physics 131 or 141, 132 or 142

Mathematics 161 or 151/152, 162

All Biochemistry & Molecular Biology majors are required to include a research experience as part of their
undergraduate program. This requirement may be satisfied in the following ways:

1) an independent research project in Biochemistry & Molecular Biology
2) on off-campus internship for credit in Biochemistry & Molecular Biology
3) a research experience not covered by the above but deemed equivalent by the contributing faculty

In addition to the required course work, a number of other relevant courses are taught by the Biology and
Chemistry departments, and it is recommended that students explore these offerings in order to broaden
their expertise and investigate specific topics appropriate to their own interest

BIOLOGY

FACULTY

Thomas M. Brennan, Professor of Biology, Joseph Priestley Chair in Natural Philosophy

Janet Wright, Associate Professor of Biology

John Henson, Associate Professor of Biology, John B. Parsons Chair in the Liberal Arts and Sciences
Michael P. Roberts, Associate Professor of Biology, Chair

Carol C. Loeffler, Associate Professor of Biology

Anthony Pires, Associate Professor of Biology

Charles E Zwemer, Associate Professor of Biology

Kirsten A. Guss, John R. & Inge Paul Stafford Chair in Bioinformatics, Assistant Professor of Biology

Major

Nine courses in biology, excluding 105 and 108, including one of the following upper-level courses in
botany: Biology 322, 323, 324 or 325, and one of the following upper-level courses in zoology: Biology
318, 321, 333, 334. In addition, Chemistry 241 and 242 are required. The nine biology courses required
for the major may not include more than one course in independent study or research unless the student
has received advanced placement beyond the introductory level (any two 100-level Biology courses); then
two courses of independent study or research may be counted toward the major. Of the nine biology cours-

40)

BIOLOGY

es required for the major, at least four must be upper-division laboratory courses (exclusive of independ-
ent study-research) taken in residence at Dickinson.

All biology majors must include a research experience as part of their undergraduate program. (See
RESEARCH EXPERIENCE section)

Two semesters of mathematical sciences (Calculus and/or Statistics), and two semesters of physics are
strongly recommended for students intending graduate study toward an advanced degree in biology or the
health professions. Students should consult with their faculty advisers about taking additional courses in
other sciences that might be important to their career plans.

MINOR

nh!

Six courses, including one of the following upper-level courses in botany: Biology 322, 323, 324 or 325,
and one of the following upper-level courses in zoology: Biology 318, 321, 333, or 334. In addition,
Chemistry 141 is required.

SAMPLE FouR-YEAR PROGRAM

ei en tet es

First Year: any two 100-level Biology courses; Chemistry 141, 241; Math 161 (or 151 &152), 162
Second Year: 313, 317, 325; Chemistry 242; Math 121

Third Year: 333, 334; Physics 131, 132

Fourth Year: 318, 342, 417, Independent Research

TEACHER CERTIFICATION

coders eter

Students interested in preparing for teaching Biology in high school should plan to major in Biology and
should include a course in Botany, Genetics, Physiology, and Ecology. The Director of Teacher Education
in the Department of Education should be consulted during the sophomore year.

RESEARCH EXPERIENCE

rere ccc

All biology majors must include a research experience as part of their undergraduate program. This require-
ment may be satisfied by the successful completion of any one of the following:

1) an independent research project for biology credit;
2) an off-campus internship with significant research component;
3) Biology 412 - Seminar;

4) a research experience not covered by the above but deemed equivalent. Proposals should be submitted
to the student's faculty adviser who will determine whether or not the completed experience satisfies the
research requirement.

OppoRTUNITIES FOR Orr-CamMpus STUDY

a tr tec
Field Biology Courses at the School for Field Studies Dickinson is an affiliate of the School for Field
Studies (SES), which offers courses and on-site fieldwork in ecology, behavior, and conservation biology.
Students can spend a semester at one of five permanent campus centers to study coastal ecology (British
Columbia), wetlands ecology (Mexico), rainforest ecology (Australia), wildlife management (Kenya), or
marine ecology (Turks and Caicos Is., Bahamas). A typical semester program would receive two biology
and two general Dickinson credits. SFS also has summer courses. The SFS programs afford a unique
opportunity for intensive study and active biological research in diverse environments.

Marine and Ecosystem Studies Dickinson is an affiliate of the Semester in Ecosystem Studies at the

BIOLOGY

Marine Biological Laboratory (Woods Hole, MA) and of the Duke University Marine Laboratory. These
programs offer specialized, full-semester options with field and lab courses for biology students.

The Dickinson Science Program in England Biology students have the opportunity to study for a semes-
ter or a year in the School of Biological Sciences at the University of East Anglia (UEA) in Norwich,
England. This Dickinson program is overseen by an on-site Dickinson faculty member who advises stu-
dents and teaches courses. UEA has an excellent biology program which was recently awarded the highest
rating possible for teaching and research by the British government.

The Dickinson Science Program in Australia Biology students have the opportunity to study for one
semester at the University of Queensland (UQ) in Brisbane, Australia. The University of Queensland offers
a variety of outstanding science programs ranging from premedical studies to marine education. Examples
of programs in which Dickinson students have participated include ecology of the Great Barrier Reef,
human anatomy, and tropical rainforest ecology. UQ was recently selected as : “Australia’s University of the
Year”

HONORs IN THE Major

a
Honors in biology typically involves the completion of two consecutive semesters of independent research
and the writing of an honors thesis.

CouRSES

—EEeESEeEeEeEeESSSSSeeeSSSSSSSSFSFSsSéSé
105. Biological Aspects of Contemporary Problems Students become familiar with biological principles

by focusing on a variety of contemporary problems and also analyzing the underlying biological compo-
nents. This course will not count toward a major or minor in biology. Three hours classroom a week.

108. Modern Natural History Through classroom study and field trips students learn to know various fas-
cinating living creatures from the primitive to the most complex. They are also introduced to natural his-
tory literature which relates these organisms to our cultural, social, and economic history. This course will
not count toward a major or a minor in biology. Three hours classroom a week.

120. Life at the Extremes: A Survival Guide The Weddell Seal holds its breath for 40 minutes while rou-
tinely diving to a depth of 1,500 feet in -1.6°C water and Bar Headed Geese migrate at thousands of feet
above the summit of Mt. Everest. How do these animals accomplish these seemingly amazing tasks?
Questions of survival and more will be addressed in this study of comparative physiology. We will seek
explanations of these phenomena by first evaluating the physical nature of these hostile environments and
then exploring the mechanisms of survival. We will also investigate our own physiology and human limits
of performance. Lecture will be enhanced by laboratory experiences in experimental physiology and verte-
brate dissection. Three hours classroom and three hours laboratory a week.

121. Alien Worlds The possibility of life elsewhere in the universe is now widely accepted, but what kind
of life can we expect it to be? This course considers what we know, and don’t know, about the nature of
life and the way it has evolved on Earth, to make a best guess about “alien” life. Our strategy will be to
investigate how biologists use theory and data to answer questions. Challenging introductory texts, news
media, and scientific journals will be our major resources for discussion and laboratory studies. On finish-
ing this course you should approach any biological news or issue with a more analytical eye, but ideally
with increased fascination as well. Three hours classroom and three hours laboratory a week.

122. The Biochemical Basis of Metabolic Disorders An introductory course focusing on the various types
of molecules found in living systems and the ways they function and interact in both normal and abnor-
mal cellular metabolism. Topics include genetic and enzymatic regulation of metabolic processes, energy
capture and transformation, and a series of case studies dealing with the biochemical basis of metabolic dis-
orders. We will also compare and contrast the treatment of scientific issues in the popular press with that
found in the scientific literature. The course is intended to provide students with a basic understanding of

BIOLOGY

some of the principles and methodology of modern biology, and to develop their ability to distinguish
between legitimate science and pseudoscience. Three hours classroom and three hours laboratory a week.

123: Interactions of Plants, Animals and Fungi Plants, animals and fungi have vastly different strategies
for obtaining food, reproducing, and finding places to live. Many of the most important adaptations in
each of these three groups involve fending off, partnering with, or exploiting members of the other two
groups. This course considers the ways in which the three groups interact and the many consequences of
these interactions for our ecosystems and for humans. In laboratory/greenhouse/field studies, lecture, and
discussion we will develop an understanding of how biologists approach questions and design experiments
concerning interactions, how their findings should or should not be interpreted, and how the findings are
disseminated to general and scientific audiences. Three hours classroom and three hours laboratory a week.

124. Biology of Behavior This course explores the biological basis of animal behavior. We will use an evo-
lutionary framework to consider why behaviors arise within animal species (including humans) and ask
how neural systems shape, constrain and execute the types of behaviors that we observe in nature. Topics
will include animal navigation, communication, mating systems and sociality. We will read selections from
the primary research literature of behavioral biology as models of scientific thought and discourse.
Laboratory and fieldwork will emphasize construction of good experimental questions, refinement of
hypotheses, quantitative analysis of data and effective communication of research results. Three hours class-
room and three hours laboratory a week.

125: Understanding Cancer Cancer is the second leading cause of death in the United states. In the year
2000, over halfa million Americans died of cancer and over one million new cancer cases were diagnosed.
Virtually everyone who is 18 years old or older knows someone who has battled cancer. This course
explores the biology of the complex array of genetic diseases known as cancer, What is cancer, why does it
occur, how is it treated, and what would it mean to our society to find a cancer cure, are just a few of the
questions that will be addressed. In the laboratory, the unique characteristics of cancer cells will be inves-
tigated and treatments designed to revert these characteristics to those of normal cells will be explored. By
understanding cancer, cancer research, and the promise of new cancer treatments, students should com-
plete the course with a greater appreciation for the scientific process and the role science plays in human
health. Three hours classroom and three hours laboratory a week.

126: Infectious Disease versus Immune Defense Given the variety and virulence of the hundreds of
pathogens we are exposed to every day, it seems miraculous that any of us survives into adulthood. This
course will consider the biology of pathogens and the immunological defense systems which help coun-
teract them. Both a human-based and comparative approach will be employed. Lecture, discussion and lab
segments will emphasize the application of knowledge, the interpretation of scientific and popular infor-
mation, and the demystification of disease and immunity. Students finishing this course should have a new
found appreciation of the molecular, genetic and cellular mechanisms underlying disease and defense.
Three hours classroom and three hours laboratory a week.

127. This Is Your Life This course provides an overview of the human life cycle. We will discuss develop-
ment from a fertilized egg through birth, the physical and psychological maturation process that follow
birth and the aging process and disease. We will also discuss ways in which humans impact each other as
individuals, in society, and environment. In the laboratory portion of the course, we will perform experi-
ments in model organisms that use the techniques and approaches that are utilized to investigate human

development and health.
128. BioDiversity Topics Course

313. Cell Biology An introduction to the structure and function of cells, with emphasis on the molecular
mechanisms of cellular processes. The course will involve discussion-oriented lectures and readings from
the current literature. The laboratory will stress the discovery approach in applying state of the art tech-

niques to cell biological experiments. Six hours classroom a week. Prerequisite: two Biology courses numbered
between 120-128.

BIOLOGY

314. Ecology Study of the interactions of organisms with each other, and with their environment, at the
level of the individual, the population, the community, and the ecosystem. Lectures and readings consid-
er both the theory of ecology and data from empirical research in the classic and current literature.
Laboratory and field studies explore how ecologists perform quantitative tests of hypotheses about com-
plex systems in nature. Six hours classroom a week, Prerequisite: two Biology courses numbered between 120
and 128 or Environmental Studies 131, 132. This course is cross-listed as Environmental Studies 314.

315. Population Genetics and Evolution Study of current knowledge of the evolutionary process and its
genetic basis. Lecture, readings from the primary literature, laboratory investigations, and field study are
used to consider evolutionary trends. Emphasis is on the new approaches that population geneticists and
evolutionary biologists are using to reexamine such issues as how evolution affects gene pools; the impli-
cations of the fossil record; causes of extinctions; how species originate; relationships among living organ-
isms; and adaptive versus non-Darwinian evolution. Six hours classroom a week: Prerequisite: two Biology
courses numbered between 120 and 128. Offered every other year.

317. Genetics A study of Mendelian genetics, linkage, and mutation. An introduction to basic DNA struc-
ture and function including replication, transcription, and translation. Laboratory exercises involve both
classic and molecular approaches to genetic analysis utilizing prokaryotic and eukaryotic organisms. Six
hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128.

318. Animal Development Material deals with descriptive embryology and the mechanisms of develop-
ment including the genetic and biochemical levels. Laboratory includes observation of selected examples
of invertebrate and vertebrate development and experimental investigations of developmental processes.
Stx hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128.

321. Invertebrate Zoology An integrated lecture and laboratory study of the anatomy, taxonomy, evolu-
tion, ecology, physiology, and embryology of invertebrates. Representatives of the major invertebrate phyla
are examined in the field and in the laboratory. Six hours classroom a week. Prerequisite: two Biology courses
numbered between 120 and 128 or Environmental Studies 131, 132

322. Plant Systematics A systematic survey of the plant kingdom through the collection and study of liv-
ing plants. Frequent field trips are conducted as weather permits. An herbarium of named plants is pre-
pared. Emphasis will be placed on the diverse features of plants which permit effective study of funda-
mental biological problems. Six hours classroom a week. Prerequisite: two Biology courses numbered between
120 and 128 or Environmental Studies 131, 132. This course is cross-listed as Environmental Studies 322.

323. Algae, Fungi and Lichens Study of the systematics, morphology, ecology, evolution, physiology, and
development of algae, fungi, and lichens, Lecture and discussion include examples and readings from clas-
sic and recent research. Laboratories include field surveys and collections, follow-up laboratory identifica-
tions, and experimental investigations including directed individual or small-group research projects. Six
hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128. Offered every other
year.

324. Plant Geography and Ecology Analysis of factors determining the distribution and abundance of
plant species, including study of plant migration patterns today and in the distant past. Lecture includes
examples and readings from classic and recent research. Field, laboratory, and greenhouse studies focus on
plant demography, plant-animal interactions, plant community structure, competition, soil and water rela-
tions, and other topics. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120
and 128 or Environmental Studies 131, 132. Offered every two years,

325. Plant Physiology A study of plant structure and function, with emphasis on the flowering plants.
Includes plant cells and organelles, mineral nutrition, translocation processes, and hormonal regulation of
growth, development, and reproduction. Biochemical and environmental aspects of photosynthesis are
emphasized. Six hours classroom/laboratory a week. Prerequisite: two Biology courses numbered between 120
and 128.

BIOLOGY

326. Microbiology The structure, function, and genetics of bacteria and viruses. A special emphasis is
placed on the epidemiology and control of infectious human microbial diseases. Laboratory exercises
include the characterization and identification of microbes using sterile techniques as well as current molec-
ular methods in microbiology. Six hours classroom a week. Prerequisite: two Biology courses numbered
between 120 and 128 or Environmental Studies 131, 132. Offered every other year.

330. Neurobiology This course takes a cellular approach to the structure and function of nervous systems.
Integrated laboratory and classroom study focus on the physical and chemical properties of neurons that
make them different from other cells, and the relationships between neurons that allow nervous systems to
interpret the environment and to generate behavior. Extracellular and intracellular electrical recording
methods are used extensively, and are supplemented and neurochemical and anatomical techniques such
as high-pressure liquid chromatography and immunocytochemistry. Prerequisite: two Biology courses num-
bered between 120 and 128.

333. Physiology A study of physiological mechanisms in the animal kingdom, stressing the structural and
functional bases of biological activities. Emphasis is on vertebrate organs and organ systems. Laboratory
includes experimental physiological studies of selected organisms. Six hours classroom a week. Prerequisite:
two Biology courses numbered between 120 and 128.

334. Vertebrate Biology An integrated lecture and laboratory study of the anatomy, embryology, physiol-
ogy, and evolution of vertebrates. Representative live and dissection specimens are studied from the per-
spective of structure and function. Six hours classroom a week. Prerequisite: two Biology courses numbered
between 120 and 128.

335. Microanatomy An integrated study of the functional microanatomy of vertebrates. This course will
examine the microscopic anatomy of cells, tissues, organ, and organ systems and their interrelationships.
The laboratory portion of the course will cover methods of contemporary histologic technique and will
include independent experimental projects. Prerequisite: two Biology courses numbered between 120 and 128.
Offered every other year.

340. Photobiology An integrated study of the effects of light upon living organisms at the molecular,
organismic, and ecosystem levels. Examines the regulatory role of light in a variety of biological responses,
as well as application of the principles of photobiology to current problems in medicine and agriculture.
Includes lecture/discussion, laboratory, and student research projects. Prerequisites: two Biology courses num-
bered between 120 and 128. Offered every two years.

342, Biochemistry Introduction to the chemistry of living systems, with emphasis on their molecular
organization, metabolic pathways, energetics, and regulation. The chemical bases for biological phenome-
na are extensively examined. Causes and consequences of metabolic disorders will also be considered. The
laboratory portion of the course focuses on methods used to study the properties and behavior of biolog-
ical molecules and their functions in cellular metabolism. Six hours classroom/laboratory a week. Prerequisite:
Chemistry 242. This course is cross-listed as Chemistry 342.

380. Immunology A team-taught study of the biological and chemical aspects of the field of immunolo-
gy. The areas covered include immunochemistry, immunogenetics, cell-mediated immunity, and
immunopathology. Emphasis in the class and the laboratory will be on the process and analysis of experi-
mental investigation. Also listed as Chemistry 380. Prerequisites: One Biology course numbered between 120
and 128 or Chemistry 242 or Biology 313 or permission of the instructor. Offered every other year.

401. Special Topics An in-depth study of specialized subject areas of biology. Some recent topics includ-
ed Experimental Virology, Ornithology, and Histology. Topic, course structure, credit, and instructor will
be announced by preregistration. Prerequisite: two Biology courses numbered between 120 and 128 and per-
mission of the instructor. Offered occasionally,

412, Seminar Through detailed study of the primary biological literature, students acquire an under-
standing of the methodology and philosophy of scientific research. Includes study of the formulation of

BroLocy/CHEMISTRY

hypotheses, the design of experiments or observations to test these hypotheses, and the interpretation of
results. Subject matter varies based upon the interests of instructor and students. This course satisfies the
requirement for a research experience for the biology major. Prerequisite: two Biology courses numbered
between 120 and 128, and one upper-level biology course.

417. Molecular Genetics A study of the molecular aspects of gene structure and function. Course topics
include recombinant DNA techniques, regulation of gene expression, oncogenes, tumor suppressor genes,
molecular developmental genetics, and human molecular genetics. The laboratory studies utilize contem-
porary, molecular methods to explore DNA organization and function. Six hours classroom a week.
Prerequisite: two Biology courses numbered between 120 and 128, Biology 317.

421, Symbiosis A concentrated study of the biology of association between dissimilar organisms, includ-
ing representative parasites of man. Readings in the recent literature, examination of different levels of inti-
macy through selected field and laboratory exercises with living and preserved organisms, and directed
individual research projects exploring less well known associations will be employed in the learning expe-
rience. Six hours classroom a week. Prerequisite: two Biology courses numbered between 120 and 128, and one
300-level biology course, and permission of the instructor. Offered occasionally.

The following course is offered in January term:

304. Field Study of Marine Carbonate Environments (Bahamas) An intensive off-campus field course
examining the biological, chemical, geological, and physical processes and patterns in modern and ancient
tropical marine carbonate environments. Human impact on these fragile environments will also be con-
sidered. An in-depth examination of all major sub-environments on San Salvador Island, Bahamas will be
followed by independent study research projects. Prerequisite: Geology/Environmental Studies 221
(Oceanography) and permission of the instructor. Cross-listed with Environmental Studies and Geology. Offered
every other year.

CHEMISTRY

FACULTY

Cindy Samet, Associate Professor of Chemistry, Chair

Michael S. Holden, Associate Professor of Chemistry, Alfred Victor duPont Chair in Chemistry
R. David Crouch, Associate Professor of Chemistry

Ashfaq Bengali, Associate Professor of Chemistry

Amy Witter, Assistant Professor of Chemistry

Pamela J. Higgins, Visiting Assistant Professor of Chemistry

The chemistry department program and facilities are fully accredited by the American Chemical Society.

Mayor

141, 241, 242, 244, 341, 342, 351, 352, one other course and a research experience. In addition: Physics
141, 142 or 131, 132 and Math 161, 162 (or 151,152) are required. The research experience may be one
of the following:

a. an independent research course in chemistry

b, an off-campus internship for chemistry credit

c. research experience not covered by the above but deemed equivalent by the chemistry department.
Note: Any student desiring certification by the American Chemical Society should consult with depart-
ment chair at the time of declaring a major.

CHEMISTRY

MINOR

141 and 5 courses in chemistry, excluding 109, 111, 112.

SUGGESTED Four YEAR PROGRAM

First Year: 141, 241; Math 161 (or 151 & 152), 162

Second Year: 242, 244; Physics 141, 142 (or 131,132)

Third Year: 341, 351; 342, 352

Fourth Year: Advanced chemistry courses; Independent Research

Note: Students interested in going abroad should consult with the department to plan an appropriate

schedule.
TEACHER CERTIFICATION

Students interested in preparing for teaching Chemistry in high school should schedule a major in
Chemistry and should plan to follow the Teacher Certification Program their senior year. The Director of
Teacher Education in the Education Department should be consulted during the sophomore year.

INDEPENDENT STUDY OR RESEARCH

Independent study or research is available to students who are prepared for it. Normally this requires the
completion of 141 as a minimum, and for most independent research projects more advanced courses are
required. Interested students should talk with faculty members in the Department to arrange a topic for
independent work.

Chemistry majors are required by the Chemistry Department to complete an approved research experi-
ence. This experience gives the researcher an insight and depth of understanding of Chemistry that can be
obtained in no other way. Some students fulfill their requirement with an approved off-campus industrial
or academic internship.

HONORS IN THE Major

“Honors in Chemistry” recognizes the combination of outstanding grades, outstanding laboratory work
and an outstanding independent research project. Students interested in pursuing Honors should discuss
possibilities and requirements with their adviser.

CouRSES

109. Special Topics in Chemistry This course is designed for non-science majors who are interested in the
field of chemistry. Each semester different topics, such as Marine Chemistry, Chemistry in The New York
Times, The Chemistry of Art and The History of Chemistry will be used to show the relevance of chem-
istry to everyday life. Field trips may be an integral part of the course, depending on the special topic. Three
hours classroom per week.

*111, 112. General Chemistry Some fundamental concepts of atomic structure, bonding, states of mat-
ter, and chemical reactions. Basic principles of organic chemistry and biochemistry. Applications in every-
day life are emphasized. Three hours classroom and two hours laboratory a week. This course sequence will not
count toward major or minor requirements in biology or chemistry. Students who decide to pursue chemistry
courses after completion of 111 or 112, must enroll in 141. Students will not receive graduation credit for both
111 and 141, or both 112 and 241. Prerequisite for Chemistry 112 is 111.

141. Foundations of Chemistry An introduction to the principles of chemistry in a laboratory-centered
course. Three broad topics are studied: chemical reactivity, atomic and molecular structure as the basis of

CHEMISTRY

reactivity, and chemical equilibrium. Emphasizes repeating themes, such as periodicity, reactivity, and sto-
ichiometry.

210. Environmental Chemistry An interdisciplinary course emphasizing fundamental and descriptive
aspects of the sources, reactions, transport, and effects of chemical species in water, soil, air, and living sys-
tems. The laboratory portion of this course will focus on techniques which are utilized to detect the pres-
ence and reactivity of these chemicals in the environment. Three hours classroom and (1) four hour labora-
tory a week. Prerequisite: 141 or permission of the instructor.

241. Synthesis and Reactivity I The major focus of this course is on the reactivities of organic and inor-
ganic molecules; this is an extension of the study of the covalent bond that was studied in Chemistry 141.
Topics include reaction types and mechanisms, stereochemistry, nomenclature, and spectroscopic meth-
ods. Laboratory work involves the synthesis, analysis and identification of organic and inorganic molecules.
Three hours classroom and four hours laboratory a week. Prerequisite: 141.

242. Synthesis and Reactivity II This course continues the study of the reactivities of organic and inor-
ganic molecules started in 241. Particular emphasis is placed on unsaturated systems. Laboratory work con-
tinues investigations into the synthesis, analysis, and identification of organic and inorganic molecules
begun in 241. Three hours classroom and four hours laboratory a week. Prerequisite: 241.

244, Equilibrium Systems The fundamentals of chemical thermodynamics will be presented with a view
towards providing an understanding of the concept of chemical equilibrium. Introductory concepts in
chemical kinetics will also be discussed. Laboratory will focus on experiments illustrating the principles of
thermodynamics and chemical kinetics. Three hours classroom and four hours laboratory a week. Prerequisites:
141, Math 162 or concurrent enrollment.

341. Energy and Structure Examines how the Quantum Theory, and in particular the Schrodinger
Equation, makes possible the determination of translational, rotational, and vibrational energies of mole-
cules, and how spectroscopy experimentally determines the energy and hence structure of atoms and mol-
ecules. Three hours classroom a week. Prerequisites: 141, Math 162 and Physics 141 or 131, or concurrent
enrollment, or permission of the instructor.

342. Biochemistry Introduction to the chemistry of living systems, with emphasis on their molecular
structures, chemical properties, metabolic pathways, kinetics, and energetics. The chemical bases for bio-
logical phenomena are extensively examined. The laboratory will focus on the methods used to study the
properties and behavior of biological molecules. Six hours classroom/laboratory a week. Prerequisite 242. This
course is cross-listed as Biology 342.

351, Modern Chemical Analysis Applications of chemical equilibrium and modern chemical analysis
including quantitative analytical chemistry and instrumental analysis. Emphasis on acid/base equilibria,
metal-ion equilibria, electrochemistry, spectrophotometry, and separation methods will be covered. Tivo
50-minute lecture periods and three hours laboratory a week, Prerequisite: 141 or permission of the instructor.

352. Integrated Laboratory This course sequence emphasizes extended individual and group projects that
cross the traditional boundaries between analytical, biological, inorganic, organic, and physical chemistry.
Students use a wide variety of advanced laboratory techniques to solve chemical problems that demonstrate
the interdependence of these traditional areas of chemistry. Students are expected to communicate the
results of their work in oral and written presentations. Tivo four-hour sessions a week. Prerequisites: 342 and
351 or concurrent enrollment.

355. Bioorganic Chemistry This course covers applications of organic chemistry to biological systems.
Topics include the techniques used to study bioorganic pathways as well as the mechanisms of selected
bioorganic processes. Three hours classroom per week. Prerequisite: 242.

380. Immunology A team-taught study of the biological and chemical aspects of the field of immunolo-
gy, The areas covered include immunochemistry, immunogenetics, cell-mediated immunity, and
immunopathology. Emphasis in the class and the laboratory will be on the process and analysis of experi-

CHEMISTRY/CLASSICAL STUDIES

mental investigation. Abo listed as Biology 380. Prerequisite: Biology 112 or Chemistry 242 or Biology 313 or
permission of the instructor. Offered every other year.

431. Inorganic Chemistry Atomic and molecular structure, modern principles of chemical bonding,
chemical trends and the periodic table, coordination chemistry, reaction mechanisms of ligand substitu-
tion, transition metal chemistry, and chemistry of selected transition and representative elements. Three
hours classroom a week. Prerequisite: 341.

442, Case Studies in Biochemistry Topics, such as prion proteins and DNA repair, will be used to rein-
force basic concepts in Biochemistry in addition to exposing students to the current literature. The course
will consist of a combination of lectures, discussions, and student presentations. Three hours classroom a

week. Prerequisite: Biology/Chemistry 342.

490. Advanced Topics in Chemistry Topics may be drawn from areas such as heterocycles, natural prod-
ucts, medicinal chemistry, food and nutrition, industrial chemistry, organic synthesis, inorganic synthesis,
nuclear magnetic resonance, measurement including computer applications, spectroscopy; statistical ther-
modynamics, and catalysis. Three hours classroom a week. Prerequisite: Permission of the instructor.

CLASSICAL STUDIES

FACULTY

R. Leon Fitts, FSA, Asbury J. Clarke Professor of Classical Studies, Chair

Christopher A. Francese, Associate Professor of Classical Studies

Marc Mastrangelo, Assistant Professor of Classical Studies

Christofilis Maggidis, Christopher Roberts Chair in Archaeology, Assistant Professor of Classical Studies

CONTRIBUTING FACULTY

Melinda Schlitt, Associate Professor of Art History
Ted Pulcini, Associate Professor of Religion

Major

A major in Classical Studies consists of ten courses, in one of the following combinations:

A. 6 courses in Latin above 102, including at least one at the 300 level, 2 courses in Greek at any level,
and two other courses in classical civilization.

B. 6 courses in Greek above 102, including at least one at the 300 level, plus 2 courses in Latin, and two
other courses in classical civilization.

C. 8 courses in Latin above 102, including at least one at the 300 level, and two other courses in classical
civilization.

D. 8 courses in Greek above 102, including at least one at the 300 level, and two other courses in classi-
cal civilization.

MINOR

eee

A minor in Classical Studies consists of six courses, in one of the following combinations:

A. Five courses in Latin above 102, including one at the 300 level, and one other course in classical
civilization .

B. Five courses in Greek above 102, and one other course in classical civilization.

C. Three courses in Latin or Greek above 102, and three other courses in classical civilization.

CLASSICAL STUDIES

"TEACHER CERTIFICATION

Certificates for secondary teaching of both Latin and Greek are offered. Interested students should contact

the department. Students planning secondary school teaching are urged to seek advice from the Director
of Teacher Education.

INDEPENDENT STUDIES AND HONORS IN THE Major

Independent studies and honors projects are available. Contact the department chairperson for details.

OPPORTUNITIES FOR OrrF-CAmpus STUDY

Many majors have taken advantage of the Intercollegiate Center in Rome and the College Year in Athens
(instruction in English by American professors under the American system), Durham University, and

Advanced Studies in England (ASE).

The department also offers opportunity in the summer for students interested in archaeology: 1) program
led by Prof. R. Leon Fitts and co-sponsored by the Department of Archaeology, Durham University,
England, Roman site in Scotland; 2) archaeological survey, excavation and museum research at Mycenae

with Prof. Christofilis Maggidis.

COURSES

(GREEK

*101, 102. Beginning Attic Greek All the fundamentals of Greek grammar and syntax as well as the acqui-
sition of vocabulary. By the conclusion of the second semester students will be prepared to read classical
authors in the original.

103. Introduction to Modern Greek This course is an introduction to Modern Greek language and liter-
ature, designed for students with no previous knowledge of Modern Greek language. The course focuses
on the development of the students’ ability to speak, understand, read and write in Modern Greek; special
emphasis is placed on grammar, syntax, and acquisition of vocabulary. Furthermore, through a wide vari-
ety of themes and material, ranging from everyday situations, conversations, newspapers and magazines to
Modern Greek songs, movies, theatrical performances, poetry and prose, the students will be also famil-
iarized with every basic aspect of Modern Greek culture and civilization. Offered every year.

104. Elementary Modern Greek This course is a continuation of the study of Modern Greek language and
literature on an elementary level, and focuses on the development of the students’ ability to speak, under-
stand, read and write in Modern Greek; review of grammar and syntax, and expansion of vocabulary.
Furthermore, through a wide variety of themes and material, ranging from everyday situations, conversa-
tions, newspapers and magazines to Modern Greek songs, movies, theatrical performances, poetry and
prose, the students will be also familiarized with every basic aspect of modern Greek culture and civiliza-
tion. Prerequisite: 103. Offered every year.

111. Introduction to Greek Prose Review of syntax and selected readings from Plato, Attic oratory, or
other prose authors. Discussion of literary techniques and supplemental readings in English provide his-
torical and cultural context. Prerequisite: 102 or the equivalent.

112. Introduction to Greek Poetry Selected readings from Homer with emphasis on poetic style and com-
position. Supplementary readings in English help stimulate discussion of literary, historical, and cultural
topics regarding epic poetry. Prerequisite: 102 or the equivalent.

116. Intermediate Modern Greek This course is a continuation of the study of Modern Greek language
and literature on an intermediate level, designed for students with a solid background in Modern Greek.
The course focuses on the development of the students’ ability to fluently speak, understand, read and

CLASSICAL STUDIES

write in Modern Greek. Furthermore, through a wide variety of themes and material, ranging from every-
day situations, conversations, newspapers and magazines to Modern Greek songs, movies, theatrical per-
formances, poetry and prose, the students will indulge in every basic aspect of Modern Greek culture.
Prerequisite: 104. Offered every year.

221. The Greek New Testament Readings in Greek from the Gospels and the Apocalypse. Consideration
is given to syntax and style, the characteristics of Koine Greek, and the thought and intention of the writ-
ers. Gospels and Apocalypse in alternate years. Prerequisite: 102 or the equivalent.

222. Philosophical Writers Readings in Greek Philosophy including authors such as the Presocratics,
Plato, Aristotle, or others. Supplementary readings in English provide historical context and an introduc-
tion to certain issues in ancient philosophy. Recommended: 112 or the equivalent.

233. Herodotus Selected readings from The Persian Wars, supplemented with reading of the text in
English. Attention is paid to the nature of history and historical writing. Recommended: 112 or the equiv-
alent. Offered every two years

234. Greek Tragedy A play from the corpus of Aeschylus, Sophocles, or Euripides will be read. Readings
in English focus discussion on the authors’ poetic style, purpose, and the historical context within which
the writing occurred. Prerequisite: 112 or the equivalent. Offered every two years.

331. Thucydides Selected readings from The Peloponnesian Wars, supplemented with reading of the text
in English. Particular attention is paid to issues of historiography and Thucydides’ place among historians.
Prerequisite: one course at the 200 level or the equivalent. Offered every two years.

332. Greek Comedy Play(s) from the corpus of Aristophanes will be read. Readings in English help stim-
ulate discussion of structure, technique and political-historical context of Aristophanes’ comedy.
Prerequisite: at least one course at the 200 level or the equivalent. Offered every two years.

393, 394. Seminar Readings and conferences on selected areas of Greek literature. Research skills are
emphasized. Prerequisite: at least one course at the 200 level. Offered occasionally

LATIN

*101, 102. First-Year Latin All the fundamentals of Latin grammar and the study of vocabulary. These
courses prepare students to read classical authors in the original.

111. Introduction to Roman Prose Review of syntax and selected readings from prose authors, with study
of literary technique and discussion of supplementary readings in English. Prerequisite: 102 or the equiva-

lent.

112. Introduction to Roman Poetry Selected readings from Catullus and Ovid, with focus on poetic tech-
nique, and discussion of supplementary readings in English. Prerequisite: 102 or the equivalent.

233. Roman Historians Readings from Roman historians such as Sallust, Caesar and Livy, with study of
Roman political values. Prerequisite. 112 or the equivalent.

234. Ovid Selections from the Metamorphoses with study of the more important Greek and Roman myths
and their modern reception. Prerequisite: 112 or the equivalent.

241. Early Christian Latin Selections from Augustine’s Confessions, Prudentius’ Psychomachia, and/or the
corpus of Claudian and Ausonius. Attention is paid the intellectual and literary culture of the late 4th cen-
tury AD. Prerequisite: 112 or the equivalent. Offered every two years.

242. Vergil, Aeneid Selections from the epic, with emphasis on Vergil’s literary aims and technique.
Prerequisite: 112 or the equivalent. Offered every third years.

331. Cicero Letters and speeches, with stress on the political life of the age of Cicero. Prerequisite: at least
one course at the 200 level. Offered every third year.

CLASSICAL STUDIES

343. Lyric and Elegy Selections from Horace and elegists such as Propernius and Tibullus, with focus on
their literary technique and tradition. Prerequisite: at least one course at the 200 level. Offered every two years.

351. Tacitus Readings in the Annals, with emphasis on Roman historiography, Tacitus as historian and
historical source. Prerequisite: at least one course at the 200 level. Offered every third year.

352. Roman Satire Readings from the satires of Juvenal or Horace with study of Roman social life in the
early Principate. Prerequisite: at least one course at the 200 level.

393, 394. Seminar Readings and conferences on selected areas of Latin literature. Emphasis on research
skills. Prerequisite: at least one course at the 200 level. Offered occasionally,

CLASSICAL CIVILIZATION

200. Special Topics in Classical Civilization This course undertakes topics, issues, and texts in Classical
Civilization which are not otherwise offered in the Classical Studies Curriculum. The areas may include
literary, historical, or philosophical topics from Bronze Age Greece to Christian Rome. Will meet either
Division I or Division II distribution requirement depending upon topic. Prerequisite: one other class in
Classical Studies or permission of the instructor.

Classical Literature and Mythology

100. Greek and Roman Mythology A general introduction to the texts and narratives of the chief myths
of Greece and Rome and their impact on Western civilizations with special reference to the fine arts: music,
sculpture, painting, and literature. This course will fulfill neither a distribution nor a major requirement.

110. Tragedy and Comedy in Greek Literature This course begins with a study of tragic and comic ele-
ments in the Homeric Illiad and Odyssey. The formal origins of Greek Tragedy and Comedy are then
traced. There are extensive readings in the tragedies of Aeschylus, Sophocles, and Euripides, and in the
comedies of Aristophanes and Menander. The course includes a careful consideration of Aristotle's Poetics
and a review of some modern theories on the nature and significance of tragedy and comedy in ancient
Greece. The literature is read in English translation. This course will fulfill a literature requirement in the
arts and humanities distribution requirement. Offered every other year.

120. Roman Private Life Aspects of Roman History (c. 100 BC to AD 100), including family, role and
power of women, sexuality, slavery and its variants, work, the environment and its pollution, medicine,
reproduction and its management, religion, philosophies, magic, gladiatorial and animal shows, and char-
iot racing. Readings include modern historians and primary documents (in translation). Offered every two
years.

130. Women in Antiquity This course examines the lives and roles of women in three periods of Greco-
Roman antiquity: Classical Greece, Late Republic/ Early Empire Rome, and Early Christian Rome. Topics
include the ancient construction of gender, sexuality, marriage, and the social and legal status of women.
Literary and artistic remains provide the basis of writing and discussion which will be informed by current
anthropological and feminist approaches. Offered every two years.

CLAssICAL ARCHAEOLOGY

221. Greek Art and Archaeology A general introduction to the art and archaeology of ancient Greece from
Prehistoric to Hellenistic times: Bronze Age civilizations (Cycladic, NE Aegean and Trojan, Minoan,
Helladic/Mycenaean); Protogeometric, Geometric, Archaic, Classical, and Hellenistic Greece. A survey of
architecture (temple, secular funerary), sculpture, vase-painting, monumental painting, metalwork, and
minor arts of these periods, both on mainland Greece and in the Greek colonies (Asia Minor, Pontus, Syria,
Phoenice, Egypt, S. Italy and Sicily); comparative study of typological, iconographical, stylistic, and tech-
nical aspects and developments; styles and schools, regional trends, historical contextualization of ancient
Greek art and brief consideration of socio-economic patterns, political organization, religion, and writing.
Evaluation of the ancient Greek artistic legacy and contribution to civilization. Field trips to archaeologi-
cal collections and Museums. This course is cross-listed with Archaeology 120. Offered every fall.

CLASSICAL STUDIES/COMPARATIVE CIVILIZATIONS

224. Roman Archaeology A survey of the archaeology of ancient Italy ca. 800 BC to AD 400. Particular
attention is devoted to the study of the development of civilization and culture at Rome, Pompeii,
Herculaneum, Ostia and Britain. This course is cross-listed as Archaeology 130. Offered every other spring.

CLASSICAL HISTORY

251. Greek History A survey of the history of ancient Greece from 700 to 400 BC. Particular attention is
devoted to the relationship of Sparta and Athens, the development of democracy and the cultural achieve-
ments of the fifth century BC. Offered every other fall

253. Roman History A survey of the history of ancient Rome from 133 BC to AD 69. Particular atten-
tion is devoted to issues and men who brought about the fall of the Republic and the creation of the
Empire of Rome. Offered every other fall.

The following courses are offered abroad:

211. Roman Vistas A four-week course conducted in Italy (the Bay of Naples; Rome and its environs).
The course is designed to integrate the study of ancient sites and artifacts with relevant readings from Latin
literature. Admission by permission of the instructor.

212. Greek Vistas A four-week course conducted in Greece and Crete. The course is designed to integrate
study of ancient sites and artifacts with relevant readings from Greek authors. Admission by permission of
instructor.

301. Fieldwork in Classical Archaeology Archaeological excavation for four to six weeks in a selected loca-
tion of the ancient Greek and Roman worlds. The dig provides training for students who have had no pre-
vious experience in the techniques of field archaeology. Past excavations sponsored by the department have
concentrated in Northern England, at Iron Age and Roman sites. The excavation is a joint Project with the
University of Durham, Durham, England Admission by permission of the instructor. This course ts cross-list-
ed as Archaeology 301.

COMPARATIVE CIVILIZATIONS

CONTRIBUTING FACULTY

Harry D. Krebs, Professor of East Asian Studies, Coordinator
T. Scott Smith, Professor of Physics and Astronomy

CouRSES

102. Selected Problems in Civilizational Analysis Exploration of some problem of general human signif-
icance as it has been dealt with by two or more of the world’s major civilizations.

105: Non-Western Civilizations A sustained study of a particular non-Western civilization: India, China,
Japan, civilizations of the Middle East, Africa, or ancient America.

200. Special Topics in Non-Western Studies Exploration of topics of general human significance as they
have been dealt with in one or more of the world’s non-Western civilizations.

490. Issues in Comparative Civilizational Studies A faculty-student seminar intended for the joint dis-
cussion of questions of method and substance arising in the comparative study of civilizations. Prerequisite:
Permission of the instructor(s).

No major or minor is offered in the program.

Courses offered in other departments which fulfill the distribution requirement in comparative civilization
are listed each semester in the registration booklet.

CREATIVE WRITING/ DANCE AND Music

CREATIVE WRITING

MINOR:

This minor may be undertaken in conjunction with any major at the College; it is not an emphasis with-
in the English major. Within the minor, students must select an area of concentration in either fiction or
poetry. Required classes for the minor:

ENGL 218: Creative Writing: Fiction or Creative Writing: Poetry. Students must take this course in the
genre of their concentration. This is an introductory course in which students read complete exercises and
write stories or poems to be discussed in class.

Two additional courses at the 200 level that focus on creative or critical writing. These courses may include
but are not limited to English 212, 214, and 220.

ENGL 339 (when topic is Craft of Poetry or Craft of the Short Story) Students must take this course in
the genre of their concentration. This course focuses on literature from the perspective of the writer (as
opposed to the critic), tracing the development of the form of the genre.

ENGL 318 (when topic is Advanced Poetry or Advanced Fiction) Students must take this course in the
genre of their concentration. This is a workshop course that focuses on advanced techniques in the genre.

One 300-level literature course. This course can be taken in any department, in any language. This course
should emphasize the genre of the student’s concentration.

ENGL 418: Senior Workshop. Students must complete one substantial body of work in their chosen
genre. This course may combine poets and fiction writers or may be taught as a tutorial.

DANCE & Music

see also Theatre & Dance; Music
Inter-arts major in coordination with the Department of Music and the Department of Theatre & Dance

FACULTY

Members of the Department of Theatre & Dance and the Department of Music

PRINCIPAL ADVISERS

Amy Ginsburg, Associate Professor of Theatre & Dance; Director of Dance (on leave 2002-03)
Blake Wilson, Associate Professor of Music

Major

This major integrates studies in history, theory, and practice of the arts of dance and music. The core cur-
riculum consists of the following 10 courses: Theatre 8&¢ Dance 102, 104, 204; Music 101, 102, 125, 126,
and 354; plus two credits of dance technique (or Theatre & Dance 200 plus one course in dance tech-
nique). To complete the major, students take the three courses for either of the following tracks:

Research Track: Practicum Track:
Theatre & Dance 314 Theatre & Dance 220, 304
Music 245, 246 Music 255, 256

For course descriptions, see Theatre & Dance and Music.

East ASIAN STUDIES

FACULTY

Harry Krebs, Professor of East Asian Studies, Chair

Rae Yang, Associate Professor of Chinese Language and Literature and East Asian Studies (on leave
2002-03)

Minglang Zhou, Assistant Professor of East Asian Studies

Neil Weissman, Professor of History, Provost and Dean of the College, Russell I. Thompson Chair of
the Dean of the College

David Strand, Charles A. Dana Professor of Political Science (on leave 2002-03)

Ann M. Hill, Associate Professor of Anthropology

Michael J. Fratantuono, Associate Professor of International Studies, Business and Management

Dengjian Jin, Assistant Professor of International Business and Management

Neil J. Diamant, Assistant Professor of Asian Law and Culture

Michiko Suzuki, Instructor in Japanese

Etsuko Inoguchi, Visiting Instructor in Japanese Languages and Literature

Major

11 courses.

Required Courses:

1. Japanese 211, 212 or Chinese 211, 212
2. (Students must take three of the following four courses)
East Asian Studies 101
History 120
Religion 130
Political Science 254
3. East Asian Studies 490

Electives: (Students will select five of the following courses, no more than two from one group for credit
toward the major.)

1. Art & Art History 208
Art & Art History 210
East Asian Studies 201
East Asian Studies 202
East Asian Studies 203
East Asian Studies 205
Religion 230
Religion 330
Philosophy 246
2. Japanese 231, 232, 361, 362
Chinese 231, 232, 361, 362
3, East Asian Studies 206
Anthropology 231
Anthropology 232
Comparative Civilizations 105 (when topic relevant)
Economics 245
History 360
History 361
History 215

East ASIAN STUDIES

History 404 (when topic is relevant)
Political Science 255

Political Science 290 (when topic is relevant)
Other courses in South or Southeast Asia

CouRSES

101. Introduction to East Asia An interdisciplinary study of East Asian civilizations. The course provides
a framework for understanding by introducing students to traditional social and cultural patterns in East
Asia and to the variety of transformations that have taken place there.

201. Chinese Literature This course enables students to grasp the various literary genres as they developed
in Chinese history from earliest times to the present. The course also explores how that literature reflected
and directed Chinese cultural concepts.

202. Japanese Literature This course is an introduction to Japanese literature from its earliest written
records up to the modern era. It involves an investigation of the problems of critical literary analysis in a
culture that has generated its own genres and forms as well as having borrowed extensively from those of
its Chinese and Western neighbors.

203. Studies in East Asian Literature Selected topics in East Asian Literature; e.g., Chinese Women in
Literature, Modern Japanese Literature, Pre-Modern Japanese Literature.

205. Studies in East Asian Humanities Selected topics in East Asian humanities: e.g., Japanese Women,
Modern China through Film, Women’s Images in Chinese Film, Japanese Architecture. This course satis-
fies the Division I.A. or Division I.C. distribution requirement, depending on topic and Comparative
Civilizations.

206. Studies in East Asian Society Selected topics in East Asian society: e.g., Modern Japanese Culture,
Chinese Society, Chinese Emperors, The Chinese City. This course satisfies the Division II and Comparative
Civilizations distribution requirement.

490. Senior Research Leading to a senior thesis and jointly supervised by at least two faculty in the pro-
gram.

The following course is offered in China:

207. China Practicum An intensive in-country introduction to Chinese culture and society intended to
open up China to students who have not been able to devote two years to the study of Mandarin Chinese.
Based in Beijing, China, it will introduce students to aspects of Chinese society and culture, linking class-
room study to on-site visits. Because China Practicum is designed as a topics field course, its class content
and field trips will change to reflect faculty expertise and curricular needs.

CHINESE

101, 102. Elementary Chinese A study of the fundamentals of Mandarin Chinese, including grammar,
reading, and writing using both traditional and simplified characters, pinyin romanization, pronunciation,
and conversational skills. Offered every other year, depending upon demand.

*211, 212. Intermediate Chinese An enhancement of the oral and written skills of elementary language
study. In addition, students will learn to use dictionaries to translate original literary works. Extra conver-
sational work will be included, geared to understanding and participating in Chinese culture. Prerequisite:

102, or the equivalent. Offered every other year, depending upon demand.

*231, 232. Advanced Chinese Advanced reading, writing, speaking, and understanding of the Chinese lan-
guage for students who have completed Chinese 212. This course aims to enhance the students’ under-
standing of Chinese culture and introduce them to issues in contemporary China through reading and dis-
cussion. Prerequisite: 212 or the equivalent.

East ASIAN STUDIES

*361, 362. Advanced Chinese II Reading of selected literary works by modern Chinese writers and arti-
cles from Chinese newspapers and magazines. These courses involve more sophisticated conversation and
composition on important social, political, and economics issues in China. Prerequisite: 232 or permission
of the instructor.

JAPANESE

*101, 102. Elementary Japanese These courses establish the basic language skills including listening,
speaking, reading and writing. These courses also provide students with a brief overview of Japanese cul-

ure.

*211, 212. Intermediate Japanese The aim of these courses is the mastery of the basic structure of Japanese
language and communicative skills. The student will have an opportunity to get to know more of Japanese
culture. Prerequisite: 102 or permission of the instructor.

*231, 232. Advanced Japanese The emphasis in these courses is placed on enhancing the students’ fluen-
cy and acquiring increasingly creative skills through composition, oral presentation and discussion.
Prerequisite: 212 or permission of the instructor.

*361, 362. Advanced Japanese II The emphasis in these courses is placed on polishing and refining the
students’ language skills. Emphasis is placed on covering more sophisticated materials such as newspapers,
magazine articles, film and literature. Prerequisite: 232 or permission of the instructor.

ECONOMICS

FACULTY

Charles A. Barone, Professor of Economics, Chair

Gordon Bergsten, Associate Professor of Economics (on leave 2002-03)
William K. Bellinger, Associate Professor of Economics

Sinan Koont, Associate Professor of Economics

Edward A. McPhail, Assistant Professor of Economics

Nicola Tynan, Assistant Professor of Economics

Kristin E. Skrabis, Part-time Assistant Professor of Economics

CONTRIBUTING FACULTY

Stephen E. Erfle, Associate Professor of International Business and Management
Michael J. Fratantuono, Associate Professor of International Studies, Business and Management

Major

Economics 111, 112, 268, 278, 288, three other economics electives, and a senior economics seminar are
required for the major. Two of the economics electives must be at the 300 level or above. In addition,
majors are required to take Math 161 (or 152) and Math 121.

MINOR

Six economics courses including 111 and 112 and four other economics electives at the 200 level or above.

SUGGESTED Four YEAR PROGRAM

First Year: Fall: 111, and Math 161 (or 151), or Math 121; Spring: 111 or 112 and Math 161 (or 152)
or Math 121

ECONOMICS

Second Year: Fall: 111 or 112 or 268, 278, or 288, and Math 161 or Math 121; Spring: 112 and 268,
278, or 288

Third Year: Fall: 268, 278, or 288 and 200 or 300 level economics electives; Spring: 268, 278, or 288
and 200 or 300 level economics electives. Note: There is enough scheduling flexibility for study
abroad in the junior year.

Fourth Year: Fall: Senior Seminar and/or 200 or 300 level economics elective; Spring: Senior Seminar
and/or 200 or 300 level economics elective

‘TEACHER CERTIFICATION

For information, see the Director of Teacher Education.

INDEPENDENT STUDY

Each faculty member has special fields of study and will usually be available for advice in that area. No
more than two independent study or tutorial study enrollments may be counted toward the major and they
must conform to the appropriate level within the major.

Honors IN THE Major

Any student with a 3.33 average in the major may undertake a two-course independent research project.
Honors in the major will be awarded if the two courses are over and above the nine required courses, if a
grade of A or A- is earned on the project, and if the departmental oral examination on the project is suc-
cessfully completed.

CouRSES

100. Contemporary Economics A general introduction to the subject matter and analytical tools of eco-
nomics as a social science, with particular emphasis on contemporary economic issues such as poverty,
inequality, unemployment, inflation, international trade, environmental deterioration, economic growth,
competition, and monopoly. Designed for those not intending to major in economics or who want to find
out what economics is all about. This course does not count towards the major or minor in economics. Students
who have taken I11 and/or 112 cannot take this course for credit.

111. Introduction to Microeconomics A study of the fundamentals of economic analysis and of basic eco-
nomic institutions, with particular emphasis upon consumer demand and upon the output and pricing
decisions of business firms. The implications of actions taken by these decision-makers, operating within
various market structures, upon the allocation of resources and the distribution of income are examined.
Special attention is given to the sociopolitical environment within which economic decisions are made.

112. Introduction to Macroeconomics A study of the fundamentals of economic analysis and of basic eco-
nomic institutions, with particular emphasis upon national output, employment, and price levels. The
monetary and financial system is explored together with problems of economic stability. Monetary and fis-
cal policy procedures are analyzed and evaluated in light of the current economic climate. Special attention
is given to the historical development of major economic institutions. Prerequisite: 111.

214. A Contemporary Economic Issue A current economic topic that has important public policy impli-
cations is examined. The topic, to vary from time to time, will be announced prior to registration,
Prerequisite: 111 and/or 112 or 100 depending on the topic.

222. Environmental Economics A study of human production and consumption activities as they affect
the natural and human environmental systems and as they are affected by those systems. The economic
behavioral patterns associated with the market economy are scrutinized in order to reveal the biases in the
decision-making process which may contribute to the deterioration of the resource base and of the quali-
ty of life in general. External costs and benefits, technological impacts, limits to economic growth, and

ECONOMICS

issues of income and wealth distribution are examined. A range of potential policy measures, some consis-
tent with our life style and some not, are evaluated. This course is also cross-listed as Environmental Studies
222. Prerequisite: 111 or 100.

223. American Capitalism Who rules America? Economically? Politically? Culturally? Drawing on critical
perspectives from political economy, American Studies, and Sociology, this interdisciplinary course exam-
ines how power is structured in American capitalism across institutions including the social relations of
production and distribution, corporations, and markets. Special attention is given to the ways in which
powerful economic groups and organizations are able to exert economic control, influence government,
and dominate American institutions, such as the media, that shape American culture. Prerequisite: 100 or
111 recommended but not required.

225. Poor in America This course explores the cultural and ideological basis of American beliefs about eco-
nomic inequality and poverty as well as the nature, extent, and causes of poverty. It focuses on labor mar-
kets from economics and political economy perspectives, and it covers human capital and education, job
availability and skill requirements; race, class, and gender discrimination; and upward and downward
mobility. The history of anti-poverty and welfare policy, as well as current policy debates, is also explored.
Prerequisite: 100 or 111 recommended but not required.

234. Economic Anthropology An anthropological approach to economic production and exchange. Focus
on non-Western societies where production and distribution of goods are institutionalized within politi-
cal, religious, and kin groups. Place of markets in societies cross-culturally. Strategies of economic devel-
opment and the consequences for rural poverty. This course is taught by the anthropology department and
cross-listed as 334. Prerequisite: 100 or 111/112. Anthropology 101 is recommended.

236. Latin American Economies The goal of this course is to survey the economic history, environment,
and institutions of Latin American countries, as well as the current problems facing Latin America and
their possible solutions. Among the topics to be considered are the region's colonial heritage, industrializa-
tion strategies, agricultural reforms, debt crises, attempts at regional integration (including NAFTA), and
efforts to revise the role of the state. Prerequisite: 100 or 111/112, or permission of the instructor.

243. The Economics of Labor Unions The exploration of the determinants of labor union power, the
nature of union goals and behavior, and the impact of unions on the economy, as well as recent issues
affecting the labor movement. These issues are examined through a review of historical events, the labor
relations systems of other countries, and U.S. labor law, as well as institutional and neoclassical economic
theory. Prerequisite: 111.

244. Law and Economics Economic analysis is playing an increasing role in legal thought. This course ana-
lyzes the role of government and the law in the economy, and the role of rational economic analysis in legal
thought. Issues from tort, contract, property, antitrust, and criminal law are examined. Examples are drawn
from the fields of pollution control, insurance, medical malpractice, and product liability. Prerequisite: 100
or 11].

245. The Political Economy of Japan This course examines economic and political developments that
have taken place in Japan from 1955 to the present. Course topics include the record of economic growth;
economic welfare; the Japanese model of political economy; Japanese-style industrial policy; industrial
structure; financial markets; macroeconomic relationships and policy; labor markets; the state of technol-
ogy; Japanese foreign economic policy; U.S.-Japanese economic relationships; and Japan’s role in the glob-
al system.

248. The World Economy This course, designed for nonmajors, is less theoretical than Economics 348.
The focus is on current trends, policies, and institutions. Topics that are explored include: the theory of
free trade; protectionism; the balance of payments and the international monetary order; the Common
Market; trade policy and the Third World; and imperialism and multinational corporations. Where appro-
priate, a variety of viewpoints will be considered. Prerequisite: 100 or 111/112. This course does not count
toward the major in Economics, but qualifies for the minor.

ECONOMICS

268. Intermediate Macroeconomic Theory Neoclassical theories of economic behavior in the aggregate.
Models will be used as a framework for analyzing the determination of the level of national output and for
explaining fluctuations in employment, the price level, interest rates, productivity, and the rate of economic
growth. Policy proposals will be appraised. Prerequisite: 111 and 112 and Math 121.

278. Intermediate Microeconomic Theory Neoclassical theory of relative prices of commodities and pro-
ductive services under perfect and imperfect competition. The role of prices in the allocation and distri-
bution of resources and commodities. Economic behavior of individual economic units like consumers,
firms, and resource owners. Prerequisite: 112 and Math 161 or 152.

288. Contending Economic Perspectives A study of heterodox economic theories including radical, post-
Keynesian, institutional, steady state, and neo-Austrian economics. The historical evolution of these dif-
ferent perspectives is traced and the core theory and methods of each is appraised. Prerequisite: 100 or
ELST 12.

314. Special Topics See Economics 214 above. Special advanced topics. Prerequisite: 268 andlor 278 andlor
288 depending on topic.

332. Economics of Natural Resources This course uses microeconomics to analyze the use and conserva-
tion of natural resources, including energy, minerals, fisheries, forests, and water resources, among others.
Broad themes include the roles of property rights, intergenerational equity, and sustainable development
in an economy based on resource exploitation. Prerequisite: 278.

344, Public Finance Theoretical analysis of the interaction of the public and private sectors emphasizing
problems of allocation and distribution. Topics include economic rationales for government, public expen-
diture theory, redistribution of income, collective decision making, and taxation. Neoclassical approaches
predominate; however, some alternative approaches will be explored. Prerequisite: 278 or permission of the
instructor.

347, Money and Banking A study of the role of money and credit in the U.S, economy. The nature of
money, the structure of the banking system in the context of a rapidly changing financial institutional envi-
ronment, and the Federal Reserve System are examined. Various theories of money as guides to monetary
policy are compared and contrasted. Neoclassical approaches will predominate, although some alternative
approaches will be explored. Prerequisite: 112 or 100. Recommended: 268.

348, International Economics An analysis of the determinants of international trade patterns, the causes
and consequences of public policies to control trade, the operation of the international monetary system,
and its effect on national economies. In addition, rich and poor country relationships, theories of imperi-
alism, and the emerging role of multinational corporations are considered. While the neoclassical approach
dominates, alternative paradigms will be explored. Prerequisite: 268 and 278.

349, Political Economy of the Third World An analysis of the causes of and proposed solutions to world
poverty from an international political economy perspective. Includes a study of the colonial legacy of the
Third World, underdevelopment as a regressive process, alternative development strategies, social and
political structures, and simple growth and planning models. Neoclassical, structuralists, dependency, and
Marxist approaches are explored. Designed for economics majors and other students interested in interna-
tional studies and Latin American Studies. Prerequisite: 111 and 112, or 100. Offered every other year.

350. Industrial Organization and Public Policy A study of the relationships between market structure,
conduct, and economic performance in U.S. industry. Emphasis will be on the manufacturing sector and
specific industries will be examined. A brief introduction to antitrust and regulation is also covered. Debate
within the main stream is examined. Prerequisite: 278.

351. The Economics and Politics of Regulation This course examines the political and economic under-
pinnings of regulation in the American economy and the economic effects of those regulations. ‘Topics cov-
ered include the political economy of regulation, direct regulation of monopoly market, and public policy
towards non-monopoly sources of allocative inefficiency. Prerequisite: 278.

ECONOMICS

353. The Economics of Labor An analysis of labor market issues and policies. Topics covered include dis-
crimination, anti-discrimination policy, the minimum wage, health and safety policy, and other labor mar-
ket policies and institutions. While the neoclassical approach dominates, other approaches will be explored.
Prerequisite: 278 or permission of the instructor.

371. Topics in Economic History An introduction to a variety of controversial issues in European and
American economic history. Topics include the transition from feudalism to capitalism, the effects of
British mercantilist policies on the colonies, the economics of slavery, and what caused the Great
Depression. Emphasis is on issues in 19th-and 20th-century U.S. economic history. A variety of theoreti-
cal perspectives are explored. Prerequisite: 111 and 112.

376. Alternative Economic Systems A study of the goals and means of economic systems that are funda-
mentally different from our own. The systems considered are both theoretical models, such as those of per-
fectly competitive capitalism and market socialism, and actual cases, such as the Soviet Union, China,
Yugoslavia, Japan, and Cuba. Countries studied vary. Prerequisite: 111 and 112.

473. History of Economic Thought A critical appraisal of the origins and evolution of significant eco-
nomic theories. Selected writings are analyzed in detail as representative expressions of major paradigms
within the discipline. Prerequisite: 111 and 112.

474, Econometrics Theory and applications of multiple regression analysis. The specification and estima-
tion of econometric models, hypothesis testing, and interpretation of results. Emphasis is on practical
applications from macro- and microeconomics using both cross-section and time-series data. Prerequisite:
268, 278, Math 121 and 161 or 152.

475, Mathematical Economics Selected topic, to be announced prior to registration, in theoretical or
applied economics, using mathematical or statistical techniques. Prerequisite: 268 andlor 278 plus Math
161 or 152 or permission of the instructor.

495, 496. Economics Seminar A reading, research, and conference course on a selected economics topic.
Student seminar choices must be approved by the department. Prerequisite: 268, 278, and 288 or permis-
sion of the instructor.

EDUCATION

FACULTY

Pamela S. Nesselrodt, Associate Professor of Education, Chair, Director of Teacher Education

J. Brooks Tuttle, Assistant Professor of Education

Lance Landauer, Visiting Assistant Professor of Education

Michael B. Kline, William W. Edel Professor of Humanities (French)

Robert W. Cavenagh, Jr., Director of Instructional Technology, Part-time Associate Professor of Art and
Education

William G. Durden, President of the College, Part-time Professor of Education

Robert J. Massa, Vice President for Enrollment, Student Life and College Relations, Part-time Professor
of Education

CERTIFICATE

Upon completion of the Education Program, required PRAXIS series testing, and the baccalaureate degree,
students are eligible for Pennsylvania's secondary school (grades 7-12) certification in their major areas.
Pennsylvania has reciprocity agreements with 46 other states. For students interested in elementary school
certification, Dickinson has an articulation agreement with the Master of Arts in Teaching (MAT) at Johns
Hopkins University. The department does not offer a major or a minor, Specific information about
requirements and the program can be obtained from the Department of Education.

SUGGESTED FOUR YEAR PROGRAM

First Year: Begin Major Field, Education 121

Second Year: Education 231

Third Year: Education 331; Application to the program
Fourth Year: Professional Semester

NOTE: Students going abroad during the junior year should plan to take Education 331 during the sec-
ond year and apply to the program before their departure.

TEACHER CERTIFICATION PROGRAM

The teacher education program consists of (1) foundational course work and (2) the professional semester
in teacher education. Certification programs include biology, chemistry, earth and space science, English,
environmental science, French, general science, German, Greek, Italian, Latin, mathematics, physics,
Russian, Spanish, social science (pending PDE approval) and citizenship education (pending PDE
approval). Social science certification requires a major in anthropology, psychology, or sociology with
coursework in the other two areas. Citizenship Education requires a major in history, political science, or
economics with coursework in the other two areas.

FOUNDATIONAL CourRsE WORK

Ed. 121: Social Foundations of Education; Ed. 231: Development and Diversity; Ed. 331: Educational
Psychology.

PROFESSIONAL SEMESTER

Ed. 433: Theory and Pedagogy for Teaching; Ed. 434: Theory and Techniques of Teaching Modern
Languages (one-half course for language majors); Ed, 443: Educational Evaluation (one-half course); Ed.

EDUCATION

451: The Use of Instructional Technology (one-half course); Ed. 461-462: Student Teaching (two cours-
es); Ed. 463: Student Teaching Seminar (one-half course)

TEACHERS FOR TOMORROW

The Teachers for Tomorrow program promotes and supports students pursuing a career in K-12 educa-
tion. The progam enhances teacher preparation through the creation of a student-directed community that
brings participants into contact with leading educators, interesting schools and professional organizations,
It offers a $10,000 grant after participants have taught for four years in any American K-12 school. For
more information, see the TFT Web site at the Department of Education or contact TFT advisers,
Professor Michael Kline or Professor J. B. Tuttle.

COURSES
te ee ee

121. Social Foundations of Education A survey of the legal, philosophical, political, and sociological con-
texts of American education. Students examine the ideals and the day-to-day practices of our system
through introduction to research on the following topics: competing definitions of an educated person, the
university and the community college, the comprehensive high school, school politics at the local, state,
and national levels, the Supreme Court and desegregation, reform movements, and the teaching profession
and teachers’ unions.

231. Development and Diversity in Education An examination of physical, cognitive, psychological and
educational development theories and research as they apply to classroom teaching. Issues related to inclu-
sion, exceptionalities, race, class, gender, and learning styles will be explored. Students learn adaptive
instructional and behavioral strategies as tools for teaching all students at the elementary and high school
levels. The course has a 20 clock hour required field experience. The field-component involves assignment
with a cooperating teacher in an area secondary school. Transportation is the responsibility of the student.
Learning logs, reflective journals, and directed observations accompany the field assignment. Note: Students

must seek an Act 33 clearance, Act 34 clearance andlor FBI check and a negative TB Tine Test prior to begin-
ning field work.

331. Educational Psychology A focus on psychological theories of learning and current teaching practices
in secondary school classrooms. Students read, interpret, and report educational research, review models
of instruction, engage in team projects, and complete a 30-hour field-based laboratory experience. The
field-component involves assignment with a cooperating teacher in an area secondary school.
Transportation is the responsibility of the student. Learning logs, reflective journals, and directed observa-
tions accompany the field assignment. Prerequisites: 121, 231, and a completed application to the certifica-
tion program. In addition, students must seek an Act 33 clearance, Act 34 clearance andlor FBI check with a
negative IB Tine Test.

391. Topics in Education This course is organized around several research topics, such as: literacy and
numeracy, schooling in cities, the history of Western educational thought, the liberal arts curriculum, sys-
tems of schooling in European and Asian countries, graduate and professional schools, the testing indus-
try, political education, and the Supreme Court and public schooling. Open to juniors and seniors.

THE PROFESSIONAL SEMESTER

4.5 week block of intensive coursework and 12 weeks of full-time supervised student teaching

433. Theory and Pedagogy for Teaching In this practicum, student teachers learn and practice the gen-
eral and discipline-specific methods for teaching in a secondary setting. Choosing appropriate materials
and methods, planning for delivery and evaluation, and delivery and critique of planned lessons comprise
the daily expectations in this practicum. During the block, students spend one day each week in the coop-
erative school setting preparing for the full-time student teaching experience. Prerequisite: 121, 231, 331,
and admission to the professional semester.

EDUCATION

434, Theory & Technique of Teaching Modern Languages This one half-credit course will introduce for-
eign language student teachers to theoretical and practical aspects of teaching modern languages, with spe-
cial emphasis on their place in public schools. Students will study the history of language teaching, lin-
guistics, and second-language acquisition theories, as well as the approaches, methods, and strategies in lan-
guage instruction. Prerequisite: 121, 231, 331, and admission to the professional semester: one-half course.

443, Educational Evaluation An introduction to evaluation principles and techniques focusing on both
teacher-constructed tests and standardized measurement instruments including testing terminology, types
of instruments, selection procedures, and techniques for administering, scoring, tabulating, and interpret-
ing test data. Authentic assessment is explored as well. Concepts related to reading in the content area will
be included in this course. Prerequisite: 121, 231, 331, and admission to the professional semester: one-half
course.

451. The Use of Instructional Technology An introduction to devices, techniques, and media available to
today’s educator. Computer use is an important course component, as are video and more traditional
media. Students prepare materials and gain experience through clinical workshop sessions. One-half course.

461-462. Student Teaching Students teach full-time for 12 weeks in the cooperative assignment. Note:
the semester is one week longer for student teachers, ending on the first Friday of finals. Both the College
supervisor and the cooperating teacher provide observation and evaluation of student teacher performance.
Travel and personal expenses incurred are the responsibility of the student. Tivo full courses. Prerequisite:
121, 231, 331, admission to the professional semester, and successful demonstration of necessary teaching com-
petencies in all block courses.

463. Student Teaching Seminar An integrative seminar devoted to the on-going study of teaching peda-
gogy and practical problem solving in the classroom assignment. Topics vary depending on the interests
and needs of the students, but may include professional associations, content-specific pedagogy, excep-
tional children and inclusion issues, education resources, and classroom management. Field trips and guest
lectures are expected. One-half course. Meets 13 weeks, one afternoon for two hours coinciding with student
teaching. Prerequisite: 121, 231, 331, and admission to the professional semester.

ENGLISH

FACULTY

Sharon O’Brien, James Hope Caldwell Professor of American Cultures and Professor of English and
American Studies

Thomas L. Reed, Jr., Professor of English

Robert P. Winston, Professor of English

B. Ashton Nichols, Charles A. Dana Professor of English Language and Literature, Chair

David L. Kranz, Professor of English

Robert D. Ness, Associate Professor of English

K. Wendy Moffat, Associate Professor of English

Sharon M. Stockton, Associate Professor of English and Director of Writing (on leave Fall 2002)

Carol Ann Johnston, Associate Professor of English, Martha Porter Sellers Chair in Rhetoric and the
English Language (on leave 2002-03)

Susan Perabo, Associate Professor of English, Writer-in-Residence

Adrienne Su, Assistant Professor of English, Poet-in-Residence

Tyra L. Seldon, Assistant Professor of English and American Studies

Margaret Homberger, Visiting Assistant Professor of English

Judy Gill, Director of the Writing Center, Instructor in English

Joshua Kupetz, Visiting Instructor in English

MAJOR

Ten courses, of which the following are required: two at the introductory level (101, 220), four advanced
courses (320-399) and 403, 404. Two of the advanced courses must involve study of works created before
1800; two, of works created after 1800.

Students may declare an English major in the semester in which they are enrolled in English 220. When
they declare, students and their faculty advisers will jointly design a schedule of advanced courses which,
taking into account student interests, offers some breadth in approach and subject matter while enabling
an examination of a particular area in some depth. Students will be polled before their senior experience
about these areas of interest; seminars will be offered in these or related areas; workshops will group stu-
dents according to their areas of interest.

Transfer students and others who need a special schedule for completing the major must have their pro-
grams approved by the chairperson.

MINOR

Six courses, including the two introductory courses (101, 220) and a minimum of three courses at the
advanced literature level (320-399), at least one of which must involve works written before 1800.

‘TEACHER CERTIFICATION

Majors who wish to secure certification must take the following courses, preferably before enrolling in the
professional semester of teacher certification: English 211, 212, or 214; English 213; English 403/404.
Also, two courses in literature written before 1800 and two courses in literature written after 1800.
Students should select courses in American, English, and World literature to fulfill the certification require-
ments. Interested students should seek advice from both their adviser and the Director of Teacher
Education.

ENGLISH

INDEPENDENT RESEARCH AND INDEPENDENT STUDY

Independent research is open to junior and senior majors. Independent studies in both literature and writ-
ing are open to sophomores, juniors, and seniors. The department distributes a list of professors and their
specialties to assist students in developing suitable projects. Proposals are normally submitted during the
semester before the study is to be undertaken.

HONORS IN THE MAJOR

tae aie tes

A student who wishes to be considered for honors in the major must be recommended by the faculty mem-
ber who is instructing the section of 403/404 in which the student is enrolled. Each candidate must pro-
duce a manuscript of truly extraordinary merit (breadth, depth, and sophistication), beyond the normal
standards of the grade of “A.” A project recommended for honors shall have come about as a result of one’s
independent research culminating during the workshop semester (404), and shall be awarded only by a
vote of the English Department upon the recommendation of a faculty committee appointed by the Chair.

An additional option exists for students who wish to pursue honors in a creative writing project. In this
case, the project will be called English 550: Independent Research and shall be undertaken in addition to
the regular 403/404 sequence. The student assumes the responsibility to locate appropriate faculty direc-
tion for such a project, and at its conclusion the director shall decide whether or not to recommend the
student’s work for honors.

INTERNSHIPS

CN
Students who are interested should gain experience by writing for The Dickinsonian ot The Dickinson
Review, the college’s literary journal. English majors have done internships with state and local government
agencies, newspapers, public relations firms, and the media.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

Majors and prospective majors should investigate opportunities early in their sophomore year. The
Dickinson Program in Norwich, England, and other overseas programs can be integrated into an English
major’s curricular requirements. The department chairperson should be contacted for details.

Co-CURRICULAR PROGRAM

nen eS

BELLES LETTRES SOCIETY

Founded in 1786, the Belles Lettres Society is one of the oldest active literary societies in the country. In
addition to sponsoring a variety of events for Dickinson writers and readers, Belles Lettres publishes The
Dickinson Review, a national literary magazine, and Bonfire, an all-student literary magazine.

COURSES

INTRODUCTORY COURSES
These courses are designed to introduce students to serious literary study from a variety of perspectives,

both intrinsic and extrinsic. They consist of entry-level courses in the major, the first of which is also
offered for students who do not intend to major in English.

101. Texts and Contexts Close reading (formal analysis) of texts interpreted in the contexts (e.g., cultur-
al, historical, biographical, economic, political) that shape and are shaped by them. Topics may include the
African novel, early American literature, Caribbean literature, Shakespeare on film, the romance, the quest,
images of women, 19th-century literature, contemporary American fiction, and American Indian litera-
ture.

ENGLISH

220. Critical Approaches and Literary Methods An introduction to the variety of basic questions that one
may ask about a literary text and its audience. Study of a limited selection of texts using a number of crit-
ical approaches (e.g., formal, generic, reader-response, feminist, psychological) along with closely super-
vised instruction in the format and basic elements of critical writing. Prerequisite: 101. Does not fulfill the
Division I. b distribution requirement.

RHETORIC, LANGUAGE, AND WRITING COURSES

These courses, open to majors and non-majors alike, explore the nature of language and the rhetorical prac-
tices of expository and/or creative writing. These courses do not fulfill the Division I. b distribution require-
ment.

100. English Composition Especially useful to students for whom English is a second language. Seminars,
small group tutorials, or individualized instruction involving closely supervised practice in effective writ-
ing, with emphasis on basic skills. Prerequisite: permission of the instructor. Does not count toward an English
major.

211. Expository Writing A course in expository prose which focuses on the writing process itself; empha-
sizing the organization of ideas and development of style. Seminars, group tutorials, or individual instruc-
tion.

212. Writing: Special Topics A course in analytical thinking and writing which develops expository skills
through the exploration of such topics as literature, popular culture, sport in American life, and journal-
ism. Seminars, workshops, group tutorials, or individual instruction.

213. Structure of English The origin and growth of British and American English, along with a survey of
grammatical notions and methodologies from the traditional to the transformational.

214. Teaching Writing: Theory and Practice Instruction in rhetorical theory and the teaching of writing.
Intended primarily for training student consultants in the Dickinson College Writing Program.
Prerequisite: permission of the instructor.

218. Creative Writing A workshop on the writing of fiction, poetry, drama, or the personal essay.

312. Advanced Expository Writing Recommended for students with demonstrated competence in writ-
ing skills, this course pays special attention to sophisticated critical analysis, development of ideas, and
style. Prerequisite: permission of the instructor on the basis of a writing sample.

318. Advanced Creative Writing Writing and discussion of fiction, poetry, and drama. Prerequisite: 218 or
permission of the instructor.

ADVANCED CourRsEs IN LITERATURE, | HEORY, AND FILM

These courses represent extended discussions of the various questions that can be asked in literary studies,
or expanded versions of the critical approaches that can be undertaken, and are so organized below. These
courses will often emphasize, moreover, the conflicts among different critical perspectives and may feature
a number of pedagogical innovations to further that emphasis. Finally, these courses will ask students to
participate, orally and in writing, at advanced levels. NOTE: for all 300-level American literature courses, pre-
requisites are 220 or American Studies 202 (American Studies majors only) or permission of the instructor.

Studies in Literature and Theory (320-329) Courses that highlight one or two critical perspectives in con-
sidering a body of literature or explore one or more literary theories.

320. History of Literary Theory A historical survey of Western conceptions of the use and meaning of lit-
erature, from Aristotle to the present. Prerequisite: 220 or permission of the instructor. Does not fulfill the
Division I. 6 distribution requirement.

ENGLISH

327. Feminist Theory Explores the connections between gender and literary expression by considering a
variety of feminist theories (e.g., literary, cultural, psychoanalytic, deconstructionist) and primary texts.
Prerequisite: 220 or permission of the instructor. Does not fulfill the Division I. 6 distribution requirement.

329. Special Topics in Literature and Theory May include Shakespeare and psychology, word and image,
the dark side of human nature, new historicism and the romantics, or Marxist approaches to the detective
novel. Prerequisite: 220 or permission of the instructor.

Studies in Form and Genre (330-339) Courses that focus upon the formal properties of various works, or
study genres as they develop within or across historical periods and/or cultures.

334, The Lyric The lyric poem as English and American poets developed it from the 17th through the
20th century. Prerequisite: 220 or permission of the instructor.

335. Film Studies Study of classic and other films grouped in a variety of ways. Topics may include
Shakespeare and the cinema, world film, and the European cinema. Prerequisite: 220 or permission of the
instructor.

339. Special Topics in Form and Genre May include Renaissance tragedy, the romance, development of
the novel, 17th- to 18th-century satire and its classical models, or autobiography and memoir. Prerequisite:
220 or permission of the instructor.

Studies in Literature and Culture (340-349) Courses that emphasize the interplay of texts and their cul-
tural or multicultural contexts.

345. Women Writers Explores the connections between gender and literary expression by examining the
social, cultural, and literary patterns linking the lives of women writers with their works. Prerequisite: 220
or permission of the instructor.

348. Native American Novel Explores the American Indian experience in the novels of such authors as
Momaday, Silko, Welch, McNickle, and Allen. Prerequisite: 220 or permission of the instructor.

349. Special Topics in Literature and Culture May include new literatures in English, African writing,
twice-told tales, the emergence of the novel, Irish literature, and popular literature. Prerequisite: 220 or per-
mission of the instructor.

Studies in Literature and History (350-389) Courses that focus upon the intersections and mutual influ-
ences of history and literature.

A. Studies in Literature written before 1800 (350-359) Courses, variously configured, involving works writ-
ten by a number of authors within or across a number of literary periods up to 1800.

350. Studies in Medieval Literature Explores texts written from the 9th to the 15th century in England
and on the continent. Topics may include the medieval romance, 14th-century literature, and the litera-
ture of courtly love. Prerequisite: 220 or permission of the instructor.

352. Studies in Renaissance Literature Examines texts written in England from the late 15th to the late
17th century. Topics may include Renaissance drama, the Elizabethan sonnet, and 17th-century poetry.
Prerequisite: 220 or permission of the instructor.

354. Studies in Restoration and 18th-Century Literature Study of texts written in England from the late
17th to the end of the 18th century. Topics may include the poetry, drama, or prose fiction of the period.
Prerequisite: 220 or permission of the instructor.

358. Studies in Early American Literature Concentrates on texts produced before 1830 in America. Topics
may include witchcraft at Salem, early American poetry, fiction in early America, and the origins of the
American literary tradition. Prerequisite: 220 or permission of the instructor.

359. Special Topics in Literature before 1800 Focuses on texts and historical contexts that span the peri-

ENGLISH

ods noted above. Topics may include medieval and Renaissance drama, images of women in medieval and
Renaissance literature, Shakespeare's Chaucer, or culture and anarchy in the 18th century. Prerequisite: 220
or permission of the instructor.

B. Studies in 19th- and 20th-Century Literature (360-379) Courses, variously configured, which involve,
for the most part, works written from the early 19th century to the mid-20th century in Britain (includ-
ing its empire) and the United States.

360. Studies in 19th-Century British Literature Examines works written by a number of authors in the
Romantic and Victorian eras. Topics may include Romantic and Victorian poetry and the 19th-century
novel. Prerequisite: 220 or permission of the instructor.

364, Studies in Modern Fiction and Poetry Examines works by a number of authors in the modernist tra-
dition. Topics may include the modern novel or modern Anglo-American poetry. Prerequisite: 220 or per-
mission of the instructor.

366. Studies in Drama Examines the dramatic literature of the Western world from the formative period
of the late 19th century to the middle of the 20th century, with emphasis on performance values and close
reading of scripts. Topics may include modern drama and American drama. Prerequisite: 220 or permission
of the instructor.

370). Studies in American Literature Explores texts written in America after 1830, for the most part. Topics
may include the American renaissance, American autobiography, and American poetry. Prerequisite: 220
or permission of the instructor.

374, The American Novel Examines novels by a number of authors in the context of American history.
Prerequisite: 220 or permission of the instructor.

376. The American Short Story Explores short stories by selected authors considered in the context of
American history. Prerequisite: 220 or permission of the instructor.

379, Special Topics in 19th- and 20th-Century Literature May include romantic postmodernism, the
Irish renaissance, post-colonial literature, the Edwardians, and political literature between the world wars.
Prerequisite: 220 or permission of the instructor.

C. Studies in Contemporary Literature (380-389) Courses, variously configured, involving works written by
a number of authors from the mid-20th century to the present.

383. Contemporary American Fiction Study of novels, short stories, and (fictive elements in) autobiogra-
phies by contemporary Americans, with special attention to interconnections between literature and the
era. Prerequisite: 220 or permission of the instructor.

387. Contemporary Drama Drama in the contemporary Western world with emphasis upon performance
values and close reading of scripts. Plays by O'Neill, Sartre, Beckett, Ionesco, Pinter, Williams, Miller,
Mamet, Stoppard, Fugard, and others. Prerequisite: 220 or permission of the instructor.

389. Special Topics in Contemporary Literature May include contemporary American poetry, post-mod-
ern British and American fiction, Anglo-Irish poetry, and contemporary women writers. Prerequisite: 220
or permission of the instructor.

AUTHORIAL STUDIES (390-399)
Courses devoted to the literary corpus of one or two authors, with special emphasis on the interaction
between the authors’ lives and their art, and on the question of their canonical status.

390. Chaucer The poet and his century, with emphasis on The Canterbury Tales. Prerequisite: 220 or per-
mission of the instructor.

392. Shakespeare A selection of plays and poems, seen from various critical perspectives, which empha-
sizes the development and distinctiveness of the author. Prerequisite: 220 or permission of the instructor.

ENGLIsH/ ENVIRONMENTAL STUDIES AND ENVIRONMENTAL SCIENCE

394. Milton Detailed study of the poetry and prose with emphasis on the development of Milton as a poet.
Prerequisite: 220 or the permission of the instructor.

399. Topics in Authorial Studies May include Donne and Herbert, Pope, Austen in her time,
Wordsworth, Willa Cather, Woolf, Hemingway and Faulkner, or Toni Morrison. Prerequisite: 220 or per-
mission of the instructor.

THE SENIOR EXPERIENCE

This final two-semester sequence of courses in the major seeks to draw upon the student's critical and cre-
ative independence by offering seminars and workshops whose topics are shaped partly by student
interest.

*403, 404. Senior Literature Seminar and Workshop Demonstration, under close supervision, of a com-
mand of the critical reading and writing expected of a student major in English. Various topics and
approaches. Each workshop requires students to share discoveries and problems as they produce a lengthy
manuscript based on work in the previous seminar and on new research. Prerequisite: normally at least four
courses at the advanced literature level (320-399). Open to seniors and second-semester juniors only.

ENVIRONMENTAL STUDIES AND
ENVIRONMENTAL SCIENCE

FACULTY

Candie C. Wilderman, Professor of Environmental Science

Michael K. Heiman, Professor of Environmental Studies and Geography, Chair

Brian S. Pedersen, Assistant Professor of Environmental Science (on leave Fall 2002)

Lauren S. Imgrund, Director of the Alliance for Aquatic Resource Monitoring (ALLARM)
Alissa Barron, Assistant Director of the Alliance for Aquatic Resource Monitoring (ALLARM)
Jennifer Halpin, Director of the Dickinson College Organic Garden Project

CONTRIBUTING FACULTY

Kjell Enge, Associate Professor of Anthropology
Susan M. Feldman, Professor of Philosophy
Marcus Key, Associate Professor of Geology
Carol Loeffler, Associate Professor of Biology

B. Ashton Nichols, Charles A. Dana Professor of English Language and Literature
Jeffrey Niemitz, Professor of Geology

Noel Potter, Professor of Geology

Theodore Pulcini, Associate Professor of Religion
John Stachacz, Librarian, Library Resources
Nicola Tynan, Assistant Professor of Economics
Amy E. Witter, Assistant Professor of Chemistry
Janet Wright, Associate Professor of Biology

MAJORS

Environmental Studies Major: All majors take the core curriculum consisting of 111, 131, 132, 222, 330,
335 or 340, 406 and Math 120 or 121. Environmental Studies majors must then take an additional lab

ENVIRONMENTAL STUDIES AND ENVIRONMENTAL SCIENCE

science, an internship or independent study, and four courses which form a focus cluster.

Environmental Science Major: All majors take the core curriculum consisting of 111, 131, 132, 222, 330,
335 or 340, 406 and Math 121. Environmental Science majors must then take Chemistry 141, and either
one 100-level course in Geology, two 100-level Biology courses (120-128), Physics 131 and 132 or Physics
141 and 142, and four science courses that form a focus cluster.

MINOR

hint ee
The following five courses: 111, 131, 132, 222, 406 and one of the following three courses: 330, 335 or
340.

SUGGESTED FOUR YEAR PROGRAM

ENVIRONMENTAL STUDIES

First Year: Environmental Studies 131, 132; Economics 100 or 111

Second Year: Environmental Studies 111 and 222; Math 120 or 121; Environmental Studies 335 or 340
Third Year: Focus cluster courses (on campus or abroad); additional lab science

Fourth Year: Environmental Studies 330 and 406; focus cluster courses; internship

ENVIRONMENTAL SCIENCE

First Year: Environmental Studies 131,132; Economics 100 or 111

Second Year: Environmental Studies 222; Environmental Studies 335 or 340; any two 100-level Biology
courses (120-128) OR one 100-level Geology course; Chemistry 141; Math 120 or 121

Third Year: Focus cluster courses (on campus or abroad)

Fourth Year: Environmental Studies 111, 330 and 406; focus cluster courses

NOTE: Students considering either major are advised to consult with a member of the Environmental
Studies Department. Since courses listed for any term may be offered at the same time or not offered due
to faculty availability, it is essential to be flexible in planning and choosing courses. To minimize problems,
satisfy major and distribution requirements as early as possible.

TEACHER CERTIFICATION

Students may be certified for secondary school teaching in Environmental Studies by completing a major
in Environmental Studies or Environmental Science, 3 core courses in Education, and the Professional
Semester of student teaching (4.5 credits). Certification also requires that students have a 2.50 GPA over-
all and a 2.75 GPA in Certification course work. See the Director of Teacher Education in the Department
of Education for more information.

INDEPENDENT RESEARCH AND INDEPENDENT STUDY

The ES Department encourages students who demonstrate maturity, motivation and academic prepared-
ness to undertake independent research and independent study projects.

Independent study allows a student to pursue an academic interest outside the listed course offerings. The
study may include experimental (lab or field) work, library research and reading, and may culminate in
several short papers, a single paper, or any other project acceptable to the supervising faculty member and
the student.

Independent research, like independent study, allows a student to pursue an academic interest outside the
listed course offerings, but it involves primary research which is largely self-initiated and self-directed.
Typically the results of independent research are presented at a professional conference, regional meeting
or other public forum.

ENVIRONMENTAL STUDIES AND ENVIRONMENTAL SCIENCE

Students interested in pursuing independent study or independent research should make arrangements
with supervising faculty no later than the registration period.

HONORS IN THE MAJOR

The guidelines for department honors are available through the Department Chairperson.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

tat eta ia th AR ni Se
Environmental Studies students are encouraged to participate in a program in Costa Rica, Central
America, at the Center for Sustainable Development Studies, sponsored by the Dickinson Environmental
Studies Program. Other recommended programs include the Dickinson Science Program in Norwich,
England, where environmental studies and science majors can take courses at an internationally-known
environmental science center at the University of East Anglia; the School for Field Studies which offers
full-semester programs in biological conservation and resource management at centers around the world;
and the Dickinson Program in Queensland, Australia, which offers a wide variety of excellent
Environmental Science courses.

Co-CURRICULAR PROGRAM

di ica ooh at ioe
ALLARM: www.dickinson.edu/allarm The Alliance for Aquatic Resources Monitoring (ALLARM) is a
department-sponsored organization that partners with Pennsylvania communities who are working to doc-
ument and mitigate the effects of water pollution through volunteer-based water quality monitoring pro-
grams. Founded in 1986 by Professor Candie Wilderman, ALLARM is staffed by Dickinson students
under the supervision of the Director, Lauren Imgrund. ALLARM staff work with communities to pro-
vide technical support, training and assistance. Staff are responsible for volunteer recruitment and training,
development of laboratory and field sampling protocols, maintenance of a quality control/quality assur-
ance program, publicity, community presentations, office management, data management, data analysis
and interpretation and publication of a newsletter. Contact Lauren Imgrund, Director of ALLARM for
internship and employment opportunities (imgrund@dickinson.edu).

Dickinson College Organic Garden: www.dickinson.edu/storg/sisa/ The focus of the Dickinson College
Garden is to provide a venue for on-going research, teaching ad practicing of diverse farming practices. The
Organic Garden Project aims to cultivate an environment where students, faculty, and community mem-
bers can engage in an interactive learning experience. It has the flexibility to change with the seasons, aca-
demic year, and interests of the local and Dickinson College community, while maintaining chemical-free
food for the Carlisle area. Contact Jennifer Halpin, Director of Dickinson College Organic Garden for vol-
unteer and employment opportunities (halpin@dickinson.edu).

COURSES

i Enna,

111. Environment, Culture, and Values A study of the effects of scientific, religious, and philosophical val-
ues on human attitudes toward the environment and how these attitudes may affect our way of life. By
focusing on a particular current topic, and by subjecting the basis of our behavior in regard to that topic
to careful criticism, alternative models of behavior are considered together with changes in lifestyle and
consciousness that these may involve. This course satisfies the Division I.a. distribution requirement.

131, 132. Environmental Science An integrated, interdisciplinary study of natural environmental systems
and man’s impact on them. Basic concepts of ecology and energy will be examined and utilized to study
world resources, human population dynamics, pollution, and pollution control. Field study will be empha-
sized. Three hours classroom and three hours laboratory a week.

202. Energy Resources Prerequisite: any 100-level course in Geology or Environmental Studies 132. See course
descriptions with Geology 202 listing.

ENVIRONMENTAL STUDIES AND ENVIRONMENTAL SCIENCE/FILM STUDIES

204. Mineral Resources Prerequisite: any 100-level course in Geology or Environmental Studies 131. See
course description with Geology 204 listing.

214. Ecological Anthropology See course description with Anthropology 214 listing.

220. Environmental Geology Prerequisite: any 100-level course in Geology or Environmental Studies 131,
132. See course description with Geology 220 listing.

221. Oceanography See course description with Geology 221 listing.

222. Environmental Economics Prerequisite: Economics 100 or 111. See course description with Economics
222 listing.

230. International Environmental Challenges Environmental problems, human perceptions of environ-
mental problems, and approaches to solving environmental problems differ around the world. This course
will compare environmental challenges in different countries and examine the factors that make each coun-
try’s environmental situation unique. The international nature of many environmental problems and their
solutions will also be explored. Prerequisite: Two natural science courses or permission of the instructor.
Generally offered in Spring in a two-year alternating sequence with 390. Likely to be offered spring 2003, 2004.

260. Contemporary Science: Energy and the Environment See course description with Science 260 listing.

310. Special Topics in Environmental Science An interdisciplinary intermediate-level approach to the
study of environmental problems and policy analysis. The course is project-oriented, with students bring-
ing the experience and perspective of their own disciplinary major to bear on a team approach to the analy-
sis and proposed resolution of an environmental problem. Topics vary depending on faculty and student
interests, and on the significance of current affairs. Three hours of classroom and three hours of laboratory a
week. Prerequisite: 131, 132, or permission of instructor.

311. Special Topics in Environmental Studies An interdisciplinary course on special environmental stud-
ies topics to be offered on the basis of faculty interest, need, and demand. Recent topics have included loss
of biodiversity; sustainable agriculture; and forests, air pollution, and climate change. No laboratory.
Prerequisite: 131, 132 or permission of the instructor.

314. Ecology Prerequisite: any two 100-level Biology courses numbered between 120 and 128, or
Environmental Studies 131, 132. See course description with Biology 314 listing.

320. Hydrogeology Prerequisite: Geology 220, 231 or permission of instructor. See course description with
Geology 320 listing.

322. Plant Systematics Prerequisite: Biology any two 100-level Biology courses numbered between 120 and
128, or Environmental Studies 131, 132. See course description with Biology 322 listing.

330, Environmental Disruption and Policy Analysis This course examines the interrelationships of peo-
ple with their environments in advanced industrial societies, studying interest-group positions and the U.S.
regulatory response on air and water pollution, toxic and solid waste management, and workplace hazards.
It considers the conflicts and compatibility of economic growth, social justice, and environmental quality
under capitalism. Local and extended field trips emphasize the students’ analysis and interpretation of
social and physical parameters at waste repositories and environmental management facilities. Three hours
classroom and four hours laboratory a week. Prerequisite: Environmental studies 131 and 132, or permission of
instructor.

335. Analysis and Management of the Aquatic Environment An interdisciplinary study of the aquatic
environment, with a focus on the groundwater and surface waters of the Chesapeake Bay drainage basin.
This course provides a scientific introduction to the dynamics of rivers, lakes, wetlands, and estuarine sys-
tems as well as an appreciation of the complexity of the political and social issues involved in the sustain-
able use of these aquatic resources. Students conduct an original, cooperative, field-based research project
on a local aquatic system that will involve extensive use of analytical laboratory and field equipment.

ENVIRONMENTAL STUDIES AND ENVIRONMENTAL SCIENCE

Extended field trips to sample freshwater and estuarine systems and to observe existing resource manage-
ment practices are conducted. Three hours classroom and four hours laboratory a week. Prerequisite:
Environmental studies 131 or science major. Generally offered in the fall in a two-year alternating sequence with
340. Likely to be offered Fall 2002, 2005, 2006.

340. Analysis and Management of the Terrestrial Environment An examination of the basic biological,
chemical, and physical processes at work in the terrestrial environment; how humans alter and manage the
terrestrial environment; and how humans use the resources provided by the terrestrial environment.
Illustrative examples will be examined in detail. A variety of analysis methods will be applied in laborato-
ry and field work, and a variety of management activities will be explored on field trips. While the course
will focus on the region surrounding the College, broader perspectives will also be considered. Prerequisite:
131,132, or any two 100-level Biology courses numbered between 120 and 128. Generally offered in the fall in
a two-year alternating sequence with 335. Likely to be offered Fall 2003, 2004.

390. Modeling Environmental Interactions Computer models are widely utilized by environmental pro-
fessionals for applications such as understanding the effects of air pollutants on trees, determining opti-
mum harvest levels for fisheries, and projecting changes in the Earth’s climate. This laboratory course is an
introduction to computer simulation modeling of biological, chemical, and physical processes with appli-
cation to problems in environmental science. Students will develop models using computer spreadsheets;
no computer programming experience is necessary. Prerequisite: four natural science courses and one mathe-
matics course or permission of the instructor. Generally offered in the spring in a two-year alternating sequence
with 230. Likely to be offered Spring 2002, 2005.

406. Seminar in Advanced Topics in Environmental Studies An integrative seminar devoted to the study
of the interdisciplinary techniques and approaches common to environmental problems and an evaluation
of these approaches. Students will read primary literature, conduct and participate in discussions, learn
how to define and execute independent research, and participate in group or individual research projects.
The topic varies depending on faculty and student interests as well as scholarly concerns in the field.
Prerequisite: Senior standing or permission of the instructor.

The following course is offered during Summer School only.

210. Natural Resource Management This course will examine the management of natural resources (the
manipulation of the environment to achieve human goals) at the state, national, and global levels. The
course will examine natural resource management in Pennsylvania by studying the role of the Pennsylvania
Department of Conservation and Natural Resources as managers of Pennsylvania's 17 million acres of state
forest and park land. The course will also examine the nature of wildlife management conducted by the
Game Commission and the Fish and Boat Commission. These state management practices and policies
will be compared with national and global trends. Other topics will include: soil resources, farming tech-
nologies, water resources, and the current political controversy over water and wetlands at the state and
federal levels. Other issues pertaining to natural resources will be discussed as appropriate. 7his course may
satisfy the third course of the natural and mathematic sciences requirement.

The following course is offered during January term only.
304. Field Study of Marine Carbonate Environments. See course description with Geology 304 listing.

For more information on the Environmental Studies Department: www.dickinson.edu/departments/envst

Fitm STUDIES

FitmM STUDIES

CONTRIBUTING FACULTY

Marcelo Borges, Assistant Professor of History

Katharine S. Brooks, Director of Career Development and Advising, Part-time Associate Professor of
International Business aned Management

Robert W. Cavenagh, Jr., Director of Instructional Technology, Part-time Associate Professor of Art and
Education

Mara E. Donaldson, Professor of Religion (on leave 2002-03)

Cyril W. Dwiggins, Associate Professor of Philosophy

Beverley D. Eddy, Professor of German

Amy E, Farrell, Associate Professor of American Studies (on leave 2002-03)

Michael B. Kline, William W. Edel Professor of Humanities (French)

David L. Kranz, Professor of English, Coordinator

Stephanie G. Larson, Associate Professor of Political Science

Lonna M. Malmsheimer, Professor of American Studies

Nancy C. Mellerski, Professor of French

K. Wendy Moffat, Associate Professor of English

Tullio Pagano, Associate Professor of Italian

Thomas L. Reed, Professor of English

J. Daniel Schubert, Associate Professor of Sociology

T. Scott Smith, Professor of Physics and Astronomy

Stephen Weinberger, Robert Coleman Professor of History

MINOR

Six courses: 101 and 201 plus four electives chosen from the list of eligible courses. Courses which can
count as electives will be indicated each semester in the course selection booklet.

COURSES

101. Introduction to Film Studies An introductory study of the preeminent art form of the 20th Century.
The course will focus upon the fundamentals of film study as an academic discipline, including formal
analysis of film narrative and cinematic technique (the art of film), contextual approaches to film, study of
various film genres, and rudimentary experience with film production. Students will be exposed to aes-
thetically and historically important films from a number of cultural traditions.

201. The History of Film An examination of the economic, cultural, technological, generic, formal, and
aesthetic evolution of cinematic art, from 19th-century precursors of the motion picture to the current
state of world cinema. Between these bookends, the survey might include such developments as the medi-
um’s inception in 1895, early international (especially German, Soviet and French) classics in silent film,
the rise of Hollywood, the emergence of sound, American censorship and classical Hollywood cinema, pre-
war French classics, post-war Italian neo-realism, la nouvelle vague, Asian and third-world cinemas, east-
ern European and British developments at mid-century, and changes in the American film industry in the
Sixties and Seventies. Prerequisite: 101, or another film course, or permission of the instructor.

301. Topics in Film Studies In-depth analysis and discussion of selected areas in Film Studies not normally
covered in other interdisciplinary offerings. Topics may include, for example, auteur studies, genre studies,
film theory, and film and popular culture. Prerequisite: 101 or permission of instructor.

FitmM Stupies/ FRENCH & ITALIAN

ELECTIVES REGULARLY TAUGHT
Film Courses: Media Courses:

COCIV 200 AMST 200
ENGL 101, 213, 403 POLSC 243, 390
FRNCH 230, 358 SOCIO 310, 390

PHILO 261, 391
RELGN 241
RUSSN 243

FRENCH & ITALIAN

FACULTY

Michael B. Kline, William W. Edel Professor of Humanities (French)

Nancy C. Mellerski, Professor of French

Sylvie G. Davidson, Professor of Romance Languages and Literatures (Director, Dickinson College
Center in Toulouse, 2002-03)

Catherine A. Beaudry, Associate Professor of French

Tullio Pagano, Associate Professor of Italian, Chair

Dominique A. Laurent, Assistant Professor of French (on leave Spring 2003)

Ted Emery, Assistant Professor of Italian

Marc A. Papé, Assistant Professor of French

Christophe Ippolito, Visting Assistant Professor of French

Latifah Troncelliti, Visiting Assistant Professor of French & Italian

Lucile Duperron, Visiting Instructor in French

FRENCH

MAJOR

A mininum of ten courses beyond the 100-level, including 236 and two 300-level courses taken on the
Carlisle campus during the senior year, one of which must be a senior seminar.

MINOR

Five courses beyond the 100-level, including 236,

SUGGESTED FOUR YEAR PROGRAM

First Year: 116, 230; or 230, 236; or 236 followed by 240, or 245, or 246

NOTE: Entrance level dependent on the results of a placement examination

Second Year: 230, 236; or 236, followed by 240, 245, or 246

Third Year: Study in Toulouse, France and/or Yaoundé, Cameroon, 255, 256; or two 300-level courses

Fourth Year: Two 300-level courses including one Senior Seminar, plus related electives (e.g. language
and literary studies, international studies, History of Modern France, Medieval History, Art History)

NOTE: Normally French majors may not take 200-level courses their senior year.

FRENCH & ITALIAN

TEACHER CERTIFICATION

Students seeking Pennsylvania teacher certification must fulfill requirements for the major, including areas
mandated by the Pennsylvania Department of Education, and must take a series of courses in the
Education Department. They should identify themselves as early as possible as teacher certification candi-
dates to their adviser and to the director of Teacher Education in the Education Department.

INDEPENDENT STUDY AND RESEARCH

Students interested in Independent Study or Independent Research in French should consult with the fac-
ulty member with whom they hope to work. Independent Research is usually reserved for the senior year
and is considered for Honors in French. In the past students have explored: Woman’s Body in the Poetry
of the French Renaissance; French Political Theory Before the Revolution; Images of Women in the French
Novel; Nationalism in French Music.

INTERNSHIPS

ahr

Internships may be available for interested students. The Department chairperson or the Coordinator in
Toulouse should be consulted for information. Some students have served as interns in Carlisle with the
Northeast Conference on the Teaching of Foreign Languages and at the French Embassy in Washington,
DC. Students on the Dickinson in France program have interned in Business and Marketing, Public
Administration, Applied Sciences and Medicine, The Arts, The Media, and Education.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

Junior Year: All students intending to major in French are strongly urged to plan their program of studies
to allow for study abroad during the junior year at Dickinson's Study Center in Toulouse, France and/or
in Yaoundé, Cameroon. The coordinators for Dickinson programs in these countries should be consulted
with any questions.

Summer Immersion Program: The French Department offers a five-week student immersion program in
Toulouse at the beginning of each summer. This program, which has a prerequisite of 116 Intermediate
French, is of special interest to French minors. The Department chairperson should be contacted for addi-
tional information. In addition, the Department offers a five-week summer course in Francophone Studies
at the University of Yaoundé, Cameroon.

COURSES

errr rere eer ————e =e
*101, 104. Elementary French Complete first-year course. Intensive study of the fundamentals of French
grammar, with special attention given to pronunciation and oral expression. Cultural readings in the con-
text of language acquisition.

116. Intermediate French Intensive second-year study of French, with attention to grammar review, con-
versation, reading in a cultural context and some writing. Prerequisite: 1 04 or the equivalent.

104/116. Accelerated French An intensive, ten hour per week intermediate French course designed for
freshmen who place into 104 on the departmental placement examination and who wish to complete the
language requirement in one semester. Especially helpful for those contemplating study abroad, this course
makes extensive use of multi-media and interactive computer strategies in the development of conversa-
tional and cultural skills. Tivo Courses. Prerequisite: 101 or the equivalent.

230. Communication in French and Francophone Contexts Intensive oral and written practice of French
‘1 the context of issues and themes such as a sense of place, the lessons of time, the social contract, and
‘ntellectual and artistic life. This course makes use of texts, films, multi media and interactive computer
strategies in the development of conversational and writing skills. Intended as the gateway to the major or

FRENCH & ITALIAN

minor in French and Francophone Studies. NOTE: This is a Writing Intensive Course. Prerequisite: 116 or
the equivalent.

236. Introduction to Cultural Analysis An introduction to the practice of reading and writing about
French and francophone themes in an analytical and contextualized way. This course considers how cul-
tural production conveys ideologies, values and norms expressed in both historical and contemporary con-
texts. Normally offered as writing-intensive. Prerequisite: 230.

240. French Identity This course examines the representation of French identity from its origins in the
Ancien Régime to its present forms. Examples are drawn from history and human geography, politics, eco-
nomics, aesthetics, religion, and philosophy. Depending on the instructor, these may include, for example,
the representation of the State, the tension between Paris and the provinces, the semiotics of social rituals,
and other subjects of cultural study. Prerequisite: 236 or permission of instructor.

245. Contemporary Issues in French Society Designed to give students an understanding of the main ten-
sions and controversies of contemporary French culture. Focusing on political, social, and economic top-
ics such as Americanization, regionalism, immigration, France’s place in the European Union, the course

should facilitate acculturation in France or provide an academic substitute for that experience. Prerequisite:
230.

246. Introduction to Francophone Cultures This course explores the relationship between literature and
Francophone cultures (Vietnam, Canada, the Caribbean, Europe, and Africa). Topics include:
“Négritude,” the negro-African identity, “cultural métissage,” the status of women, the dialogue between
tradition and modernity, independence, and post-colonial disillusionment. Historical overview of the
international context of Francophonie will be examined through short stories, novels, poems, critical
essays, feature and documentary films. Prerequisite: 236.

352. Classical Theatre and Social Myth This course studies the theatre as an ideological instrument, ask-
ing how the plays of 17th-century France reinforce, modify, or undermine the ways in which society sees
itself. Myths addressed include those concerning gender, monarchy, class structure, and the power of lan-
guage. The ideological work of the stage is related to such historical developments as the rise of absolutism
and attempts to stimulate the French economy. Plays by Corneille, Racine, and Moliere and the principal
texts, along with selections from the major moralists. Prerequisite: both 255 and 256, or the equivalent, or
permission of the instructor. Offered every other year.

354. Reason and Revolution The Enlightenment: a century of intellectual ferment which challenged the
values of the establishment and swept them away in a revolution. Montesquieu, Voltaire, Diderot,
Rousseau. Offered on occasion as a bilingual course in French and English. Prerequisite: both 255 and 256,
or the equivalent. Offered every other year.

357. Romantics, Realists, and Rebels: 19th-century French novel and poetry An investigation of the
major literary movements and authors of the century, to include the theory and practice of romanticism
and realism in French letters; reaction to society by authors in revolt against bourgeois standards, and in
pursuit of new modes of literary expression. Prerequisite: both 255 and 256, or the equivalent. Offered every
other year.

358. Contemporary Fiction and Film Studies in the theory and evolution of narrative in the 20th centu-
ry, with particular attention to issues of language, identity, difference and power. This course looks at a
selection of novels and films as scenes for the practice of writing as cultural resistance. Prerequisite: both

255 and 256, or the equivalent. Offered every other year.

361. French Literature in the Renaissance Major works from prose, poetry, and theatre, with particular
emphasis on Rabelais and the development of humanism, the theory and practice of the Pléiade, and
Montaigne. Prerequisite: both 255 and 256, or the equivalent. Offered every other year.

362. Seminar in French and Francophone Literatures A thorough investigation of a major figure or
important literary trend (chosen at the discretion of the instructor and in consultation with the majors) in

FRENCH & ITALIAN

French or Francophone literature with emphasis on seminar reports and discussion. Recent themes have
been Love or Marriage in 17th and 18th century literature, LAnné 1913, The Fantastic. Prerequisite: 255
and 256 or permission of the instructor. Priority given to senior majors in French. Offered every year.

363. Topics in French and Francophone Cultures In-depth analysis and discussion of selected aspects of
French and Francophone cultures not normally covered in other advanced offerings. Prerequisite: 255 and
256 or permission of the instructor. Offered every other year.

364. Topics in French and Francophone Literatures In-depth analysis and discussion of selected areas of
French and Francophone literature not normally covered in other advanced offerings. Recent topics have
included Women in French Literature, La Belle Epoque, Les Intellectuels en question. Prerequisite: 255
and 256 or permission of the instructor. Offered every other year.

365. Seminar in French and Francophone Civilizations Investigation of a broad theme or selected area of
French or Francophone civilization through pertinent readings, media forms and research in both literary
and non-literary materials. Past topics have included French Political Culture, The Semiotics of French
Style, Remembering Vichy, Le Québec et le nationalisme, Chateau et chaumeéir. Prerequisite: 255 and 256
or permission of instructor. Priority given to senior majors in French.

The following courses are offered in Toulouse, the prerequisite for which is French 236, except for
French 220:

220. Language and Civilization Immersion An intensive language and civilization course designed to
increase oral proficiency, improve written expression, and develop cross-cultural observation skills through
immersion in the Toulouse region. Social and cultural phenomena will be studied through interaction with
French families, directed observation at historic sites, participation in class activities and tutorials. The
exclusive use of French during the five and one-half week immersion is expected of all students. Evaluation
is based on a combination of the following: interviews with the instructor, performance in the class, jour-
nal writing, and a final summary of the immersion experience. Prerequisite: 116 or its equivalent and accep-
tance into the French Summer Immersion Program. Not intended for students who have completed French 236
or above. Offered only in summer at the Dickinson Study Center in Toulouse.

255, 256. French Literature and Society A historically differentiated interpretation of French culture
through examination of French literature from the Middle Ages to the present in conjunction with study
of political, economic, and social structures of each period. Intellectual and artistic currents that inform
and are informed by these structures. Introduction of new critical perspectives such as psychoanalytical and
structuralist literary theory. Offered only at the Dickinson Study Center in Toulouse.

260. Stylistics and Argumentation This two-part course offers practice in lexical expansion, idiomatic
expression and syntactical patterns through exercises in translation, sentence analysis, reading comprehen-
sion and composition. Building upon these skills, students are introduced to French university methods of
argumentation, principally through practice in four forms of written expression: résumé, dissertation,
explication de texte, and commentaire composé. Offered only at the Dickinson Study Center in Toulouse.

264. Intensive French Expression This course utilizes audio and visual material to prepare students study-
ing in Toulouse for active participation in the French cultural and linguistic environment by contextualiz-
ing a review of French grammar. One-half course credit. Offered only at the Dickinson Study Center in
Toulouse for spring semester students only.

273. Topics in Applied French Continued study of the French language designed to take advantage of
issues of current interest in French society or culture (e.g., electoral seasons, important historical com-
memorations, current social or cultural controversies). Ample opportunity for written work and discussion

of the topic chosen. One-half course credit. Offered only at the Dickinson Study Center in Toulouse.

292. French Phonetics This one-half credit course provides intensive practice and review of the norms of
appropriate speech behavior, including such aspects as pronunciation, intonation, liaison, rhythm, and

FRENCH & ITALIAN

phrasing. One-half course credit. Offered only at the Dickinson Study Center in Toulouse.

300. The Toulouse Colloquium An interdisciplinary colloquium focusing on the history, development,
and contemporary culture of the city of Toulouse. Guest speakers include city and regional administrators,
historians, art and architecture specialists, literary and political figures, and others with local expertise.
Offered only at the Dickinson Study Center in Toulouse.

318. Studies in Intercultural Communication Contemporary French society examined through theoreti-
cal reading and discussion as well as directed experiential observation. Explicit reference to French and
American perceptions of cultural concepts so as to provide ideas, insights, and methods by which to under-
stand and analyze the two societies. Readings, reports, discussions, field projects, and use of local resources
comprise the work of the course. Offered only at the Dickinson Study Center in Toulouse.

ITALIAN

MINOR

The minor consists of the following five courses in Italian beyond the 100 level to include: 231, 232 (or
225, Intensive Italian Expression), or 220 (Summer Immersion) in Bologna, 251, 252, and 320.

Note: Students receiving credit for the Italian studies major may not receive credit for the Italian minor.
See Italian Studies page 102.

INDEPENDENT STUDY AND RESEARCH

Students interested in Independent Study or Independent Research in Italian should consult with the fac-
ulty member with whom they hope to work. In the past, students have researched the following topics:
Rome in the Italian Renaissance; Italian Courts and Courtesans in the Renaissance; Futurism in Italy and
Russia; Italian Theatre from the Renaissance to the Enlightenment; Italian Cinema; Italian Facism and
Modernism; Italian Women Writers.

INTERNSHIPS

Internships may be available for interested students. The Department chairperson or the Coordinator in
Bologna should be consulted for information. In Bologna, students are currently doing internships in
Research and Analysis at the Feminist Bookstore in Bologna, and many other sites.

COURSES

*101, 104. Elementary Italian Intensive study of the fundamentals of Italian grammar, with a view to
developing reading, writing, speaking, and understanding skills. Laboratory and other audiovisual tech-
niques are used. Cultural elements are stressed as a context for the assimilation of the language.

116. Intermediate Italian Intensive introduction to conversation and composition, with special attention
to grammar review and refinement. Essays, fiction and theater, as well as Italian television and films, pro-
vide opportunities to improve familiarity with contemporary Italian language and civilization. Prerequisite:
104 or the equivalent.

231. Written Expression and Textual Analysis Designed to increase student's awareness of various rhetor-
ical conventions and command of written Italian through analysis and imitation of model texts of a liter-
ary and non-literary nature. Prerequisite: 116 or the equivalent.

232. Oral Expression Designed to increase student’s comprehension and command of spoken Italian, this

FRENCH & ITALIAN

course is also an initiation in everyday verbal transactions and cultural communication prevalent in con-
temporary Italy. Phonetics, oral comprehension, and verbal production are practiced through exposure to
authentic documents usually of a non-literary nature, such as television news programs, documentaries,
commercial advertisements, and excerpts from films. Prerequisite: 116 or the equivalent.

251. Literature and Society I An interpretation of Italian culture from the 14th through the 17th centu-
ry by examination of representative literary works. This course will attempt to situate individual authors in
the European literary tradition and will examine the interaction between literary production and political,
economic, and social trends of the period. Prerequisite: 231 or the equivalent.

252. Literature and Society II Selected readings of literary texts examining the changes in political, eco-
nomic, and social structures in Italian society from the 18th century to the post-fascist era. Particular
emphasis on intellectual trends, artistic currents of the period and their relationship to literature.
Prerequisite: 231 or the equivalent.

320. Topics in Italian Studies Study of significant themes and values that inform Italian culture and are
informed by it. This course draws on a wide selection of sources including history, sociology, psychology,
popular culture. This course is offered in English with a discussion group in Italian for Italian studies
majors and Italian minors. Students of Italian will write their papers in Italian. Prerequisite: 231 or permis-
sion of instructor.

400. Senior Tutorial in Italian Studies Conceived as an integrative experience, this tutorial provides an
opportunity for students to examine a specific theme or author from various perspectives. Independent
research, under close supervision of a professor, will be shared with other seniors in regular discussion
group meetings and will be articulated in a substantial critical paper at the end of the semester. Prerequisite:
Italian studies major or permission of the director of the Italian studies program.

The following courses are offered in Bologna:

220. Italian Immersion A four-week course in Italian language and culture offered in Bologna, Italy.
Students speak only Italian while participating in intensive language instruction and other activities
planned by the College to deepen students’ understanding of contemporary Italian life and culture. Offered
only at the K. Robert Nilson Center for European Studies in Bologna. ikea a 116 or the equivalent and
acceptance into the Italian Summer Immersion Program.

225. Intensive Italian Expression An intensive study of Italian which includes grammar review, reading
comprehension, and oral expression in the context of daily Italian civilization. Individual attention to
structure, vocabulary, and idiomatic usage. Offered only at the K. Robert Nilsson Center for European Studies
in Bologna. Because of the similarity in content, credit will not be given for both 225 and 220 (the immersion
course). Prerequisite: 116 and permission of the instructor.

270. Italian Language in Context This two-part course explores in theory and in practice the notion that
language is a culturally determined phenomenon. Its aim is to increase students’ awareness of the various
conventions of discourse while reviewing the key elements of Italian grammar and enriching their active
lexical and idiomatic register so they can enroll and successfully complete courses at the University of
Bologna.

FRESHMAN SEMINARS

Dickinson introduces all entering freshman to the character of college-level study through the Freshman
Seminar Program. Seminars are required as one of the regular academic courses taken during the first
semester of freshman year. While the topics from which freshmen may select their seminar study are as var-
ied as the special academic pursuits of the faculty who teach the seminars, all seminars share the tasks of
helping students to adopt high standards for writing, discussion, analysis, and research. Faculty from all
departments of the College share the responsibilities for teaching in the seminar program. All Dickinson
freshmen arrive on campus for orientation knowing which freshman seminar they will join.

The following Freshman Seminars are offered in the Fall of 2002:

Poetry Matters

Happiness: The Elusive Fruit

Muslim Lives in the First Person

Evolutionary Mating Strategies and Consumption Behavior

The Tower of Babel and the Confusion of Languages

Spinners of Enchantment

The Role of Wine in American Society

The Semantics of Architecture

Being a Dickinsonian: The Historical Role of Students in Shaping the College
The Machine and You

God or Hox? The Creation versus Evolution Debate

You call that art? Controversies in contemporary visual arts

The Data Tell Me This.....Or Not

An Offer You Can't Refuse: The American Gangster Film

The Art of Place in East Asia

Political Dystopias

America in the Eyes of the World

Cyborgs, Monsters, and Beauty Queens: the Body in Visual Culture
Advocacy in the Digital World

E! Camino de Santiago: The Nature of Pilgrimage: Journey, Search, and Change
Mediated Realities: The Pleasures and Perils of Representation

The Wealth & Poverty of Nations: Why Are Some So Rich and Others So Poor?
Gender, Place, and Identity

The Lower East Side of New York: A Jewish Home in America
Writing Sports

Antarctica

Self-Composed: The Composer Myth

Growing Up Different: Ethnic Subculture in America

Great Books of Western Civilization

Whose Right to Know?: Censorship, Propaganda, and the Media
The Warrior

The World After Watergate

The Indian Diaspora

Art and Society: The World of the Visual Artist

The Chesapeake Bay: Can we turn the tide?

Myth, Religion, and the Creative Impulse

War, Violence and Collective Guilt

GEOLOGY

(GEOLOGY

FACULTY

Noel Potter, Jr., Professor of Geology

Jeffrey W. Niemitz, Professor of Geology, Chair
Marcus M. Key, Jr., Associate Professor of Geology
Benjamin R. Edwards, Assistant Professor of Geology

Major

Ten courses in Geology including no more than two 100-level courses, 205, 206, 209, 231, 301, 302 and
in the senior year, at least a one semester independent research or internship. In addition, Chemistry 141
is required.

MINOR

Six courses including two 100-level courses.

SUGGESTED Four YEAR PROGRAM

First Year: Two 100-level Geology courses

Second Year: 205, 206, 209, 231, Chemistry 141

Third Year: 301, 302; upper level electives

Fourth Year: Other courses, special-topics course, Internships and Independent Study or Research

Note of Caution: Off-campus study is encouraged. However, students who contemplate off-campus study
should discuss their plans with one or more of the Department faculty early.

TEACHER CERTIFICATION

By completing a minimum number of courses outside the department and the professional semester in the
Department of Education, students may be certified for secondary school teaching in Earth and Space
Science. See any member of the Department of Geology or the Director of Teacher Education in the
Department of Education.

INDEPENDENT STUDY AND INDEPENDENT RESEARCH

Many majors do an Independent Study or Research project during their Junior or Senior year. Students
may ask any faculty member in the department to supervise a project. Ideally, the faculty member should
be contacted during the previous semester to make arrangements for advising.

HONORS IN THE Major

The department has written procedures for the time of completion of Independent Research projects and
for the decision about granting of Honors in the major. A copy of these rules is available from the chair-
person.

INTERNSHIPS

Several have been done in the department. Although specific arrangements would need to be made, it is
possible to arrange internships with state and federal geologic agencies in Harrisburg. Students have also

GEOLOGY

done internships with local consulting companies. See any member of the department faculty for possible
arrangements.

OPppoORTUNITIES FOR OFF-CAMPUS STUDY

Recommended off-campus study programs include the Dickinson Science Program at the University of
East Anglia, England. Other suggested programs are the Marine Science Program in the Bahamas every
other January and a one-semester program at the University of Otago, New Zealand. The on-campus coor-
dinators should be contacted for information.

COURSES

101. The History of Life An overview of life from its origin on this planet to its present diversity of species.
Topics will include the origin of life, evolutionary processes, the expansion of biodiversity, the radiation of
organisms in the oceans, the conquest of land, mass extinctions, dinosaurs, and the rise of humans. Various
hypotheses concerning the history of the biosphere will be tested using data collected in lab and on field
trips. This course fulfills the lab-science distribution requirement.

103. Planet Earth A study of plate tectonics with emphasis on ancient and modern geological processes
associated with mountain building. The course builds knowledge through field and classroom studies of
Appalachian geology, and by comparison of the Appalachians with active mountain belts in South
America, Indonesia, and Asia. The course also develops a geologic understanding of the seismic and vol-
canic hazards associated with mountain building. The overall aim of the course is to illustrate the histori-
cal, predictive, and practical aspects of geologic principles and reasoning in scientific and societal contexts.
This course fulfills the lab-science distribution requirement.

104, Global Climate Change An overview of our present understanding of atmospheric processes and
their interaction with the land, oceans and biosphere leading to an in-depth study of ancient climates and
climate change in earth history. Topics include the tools used to decipher ancient climate change on vari-
ous time scales, major climate events such as the ice ages, and the causes of climate change. Past and pre-
sent knowledge will be used to explore the potential for future climate change and its socioeconomic and
political implications. The laboratory component will use climate data and field experiences to interpret
climate change over the past 3 billion years in the context of earth materials and plate tectonics. This course

fulfills the lab-science distribution requirement.

131. Physical Geology Examines our dynamic, ever-changing planet past and present through the theory
of plate tectonics, and the physical processes that transform the earth’s surface including weathering and
erosion, flooding, and landslides. Groundwater, volcanoes, and earthquakes are discussed. The nature of
geologic materials and structure of the earth are also examined using continental wanderings, mountain
building, ocean basin evolution, and climate changes as context. The geology of the local area is examined
through numerous field trips. Three hours classroom and three hours laboratory a week. This course fulfills
the lab-science distribution requirement.

201. Geomorphology The description and interpretation of the relief features of the earth’s continents and
ocean basins with a comprehensive study of the basic processes which shape them. Three hours classroom
and three hours laboratory a week. Offered every other year. Prerequisite: any 100-level Geology course.

202. Energy Resources The study of the origin, geologic occurrence, and distribution of petroleum, nat-
ural gas, coal, and uranium. Discussions include the evaluation and exploitation, economics, law, and the
environmental impact of these resources and their alternatives, including geothermal, wind, solar, tidal,
and ocean thermal power. Prerequisites: any 100-level Geology course or Environmental Studies 131. Offered
every other year.

205. Mineralogy A study of minerals with emphasis on their crystal structure, chemical composition, geo-
logic occurrence, and physical and optical properties. The course focuses on observing and understanding

GEOLOGY

minerals at the macroscopic, microscopic, and sub-microscopic levels. Emphasis is on inquiry and active
learning in a laboratory setting. Prerequisite: any 100-level Geology course, Chemistry 141, or concurrent reg-
istration therein, or permission of the instructor.

206. Petrology A study of the solid-earth with emphasis on the processes that have shaped the large-scale
evolution of the earth from its origin to the present. Lecture topics include meteorites and formation of
the terrestrial planets, origin of the moon, the deep earth, chemical equilibria in magmatic systems, geo-
chemical cycling in the solid earth, and isotope dating. The important magmatic and metamorphic sys-
tems of the earth are presented in a plate tectonic context. Prerequisite: 205.

207. Paleontology A systematic study of the invertebrate and vertebrate fossil groups, plants, and their evo-
lution and relationships to living forms. Three hours classroom and three hours laboratory a week. Prerequisite:
any 100-level Geology course or any Biology course numbered between 120 and 128.

209. Sedimentology and Stratigraphy A study of the processes and patterns of sedimentation as well as
the spatial and temporal distribution of rock strata. This includes the origin, transportation, deposition,
lithification, and diagenesis of sediments. Lithology, geochemistry, paleontology, geochronology, and seis-
mology will be used to understand the history of rock strata. Three hours classroom and three hours labora-
tory a week. Prerequisite: any 100-level Geology course.

220. Environmental Geology A survey of humankind’s interaction with the physical environment focus-
ing on geologic processes. The importance of geologic materials such as soils, sediments and bedrock, and
natural resources will be discussed in the context of world population. Natural hazards (floods, earth-
quakes, volcanoes, coastal erosion, and landslides) will be studied to understand how we can minimize their
threat. Land use and abuse including natural resource exploitation and pollution will be discussed in the
context of geologic information for proper land-use planning. Labs will emphasize field study of environ-
mental problems in the Cumberland Valley. Prerequisite: any two 100-level Geology courses or Environmental
Studies 131, 132. This course is cross-listed as Environmental Studies 220.

221. Oceanography An interdisciplinary introduction to the marine environment, including the chemistry
of seawater, the physics of currents, water masses and waves, the geology of ocean basins, marine sediments
and coastal features, and the biology of marine ecosystems. Topics include the theory of plate tectonics as
an explanation for ocean basins, mid-ocean ridges, trenches, and island arcs. The interaction of man as
exploiter and polluter in the marine environment is also considered. Three hours classroom and three hours
laboratory per week. This course is cross-listed as Environmental Studies 221. Offered every other year.

231. Chemistry of Earth Systems An introduction to the origin, distribution, and behavior of elements in
the geochemical cycles and processes of the atmosphere, hydrosphere, and lithosphere. Topics include the
chemistry of magma, hydrothermal fluids, weathering, fresh and ocean waters, sediment digenesis, hydro-
carbons, and metamorphism. Includes radiometric dating and stable isotope applications. Lab will focus
on sampling, instrumental analysis, and data interpretation of earth materials. Prerequisite: Chemistry 141,
any two 100-level Geology courses. May be counted toward a chemistry major.

301. Field Geology A course in some of the basic geological field techniques, with the preparation of topo-
graphic and geologic maps and reports from data obtained by the student in the field. Three hours class-
room and three hours laboratory a week. Prerequisite: any two 100-level Geology courses.

302. Structural Geology Tectonics, properties, relationships, and positions of the component rock masses
of the earth. Three hours classroom and three hours laboratory a week. Prerequisite: 301.

311. Special Topics In-depth studies in special geological topics to be offered on the basis of need and
demand. Recent topics have included Geology of PA, Origin of Life, Quaternary Geology, and
Instrumental Analysis in Geology. Prerequisite: Permission of the instructor.

320. Hydrogeology An in-depth study of the interrelationships of geologic materials and processes with
the occurrence, distribution, movement, and chemistry of water on and near the earth’s surface. Topics
include the hydrologic cycle; recharge, flow, and discharge of groundwater in aquifers; groundwater qual-

GEOLOGY/GERMAN

ity, contamination, development, management, and remediation. Practical experience will be gained in sit-
ing, drilling, testing, and monitoring water wells at the college’s water well field laboratory. Prerequisite:
220, 231 or permission of instructor. This course is cross-listed as Environmental Studies 320. Offered every two
years.

Following course is offered in January term:

304. Field Study of Marine Carbonate Environments An intensive off-campus field course examining the
biological, chemical, geological, and physical processes and patterns in modern and ancient tropical marine
carbonate environments. Human impact on these fragile environments will also be considered. An in-
depth examination of all major sub-environments on San Salvador Island, Bahamas will be followed by
independent study research projects. Prerequisites: Geology/Environmental Studies 221, Biology 314, Biology
321, Geology 209, Environmental Studies 335 or Environmental Studies 340 and permission of the instructor.
Cross listed with Environmental Studies and Biology. Offered every other year.

GERMAN

FACULTY

Dieter J. Rollfinke, Professor of German, Chair

Beverley D. Eddy, Professor of German

Wolfgang Miiller, Professor of German

Gisela Roethke, Associate Professor of German and Women’s Studies

William G. Durden, President of the College, Part-time Professor of German

Rainer Stollmann, Part-time Associate Professor of German; Director, Dickinson in Bremen Program
Elke E Durden, Part-time Assistant Professor of German

HONORARY FELLOWS

Herta Miiller, International Scholar
Hans Joachim Schidlich, International Scholar

Major

After completing the German language requirement, students who major in German must take 11 cours-
es, three of which can be taken in English. If the three courses in English are offered as FLIC courses,
German majors are required to take them in that form. Nine of the eleven required courses must be taken
in the field of German literature, language, and culture, including German 232, 240, 241 and 400. Four
of these eleven courses may be language courses taken beyond the language requirement. Seniors must take
one 300-level course in the Fall semester and the Senior Seminar in the Spring semester (special arrange- '
ments will be made for the seniors completing their professional teaching semester in the spring). Iwo
courses (in which a significant portion of their content deals with Germany-related issues) must be taken
in one or more of the following departments: history, philosophy, art & art history (art history), music,
political science, economics, Judaic studies, religion.

MINOR

Students who want to minor in German have to take six courses beyond the required language sequence
including 232, 240 and 241. Five of these courses must be in the German language. Two of these six cours-
es may be language courses taken beyond the language requirements.

GERMAN

TEACHER CERTIFICATION

For information, see the Director of Teacher Education.

INDEPENDENT STUDY

Independent study projects are an option open to self-motivated students with a desire to pursue a study
topic not related in the department's regular class offerings. Most projects are taken for either half or full
course credit. Usually each independent study student will have a weekly meeting with her or his adviser.

Occasionally, students may elect an independent study project in the German language. This option is
open only when it is clear that the student’s needs cannot be met in the traditional language courses.
Possibilities for independent language work include: advanced oral and written language practice; techni-
cal translation.

OPppoORTUNITIES FOR Orr-Campus STUDY

Junior Year Students majoring or minoring in German are encouraged to spend one or two semesters
abroad during the junior year. For qualified students, the Junior Year in Bremen is a Dickinson-affiliated
program with a wide range of course and program options, including laboratory courses in the sciences.

Summer Immersion Program The German Department offers a four-week student immersion at the
University of Bremen, West Germany. See the course description for German 220, Bremen Practicum.

CourRSES

*101, 104. Elementary German An intensive study of the fundamentals of German grammar with an eye
to developing reading, writing, speaking, and understanding skills. Classes are small and move quickly. As
part of a two-year pilot project beginning Fall 2001, classes meet four days a week, one of which is a lab.
Beginning students are reading stories and writing short essays within a few weeks.

116. Intermediate German Introduction to conversation and composition using the skills acquired in 101
and 104 or in similar courses. Special attention is paid to grammar problems. Readings include contem-
porary essays and/or fiction. Classes are small and intensive. As part of a two-year pilot project beginning
Fall 2001, classes meet four days a week, one of which is a lab. Prerequisite: 104 or the equivalent.

104/116. Accelerated German An intensive two-credit course that allows students to complete the last two
semesters of the language requirement during a single semester. This course makes extensive use of multi-
media supports such as computerized reading programs, interactive videos, and the Internet, as well as
more traditional texts and grammars. Classes are small and intensive. Eight classroom hours and two addi-
tional assigned contact hours with native language assistants per week. Prerequisite: 101 with grade of B or
better (B+ or better at time of pre-registration) and permission of the instructor.

221. German Conversation and Composition Advanced practice in reading, writing, speaking, and
understanding German, using current political and social events, stories, essays, and other materials as the
topics for discussion and writing assignments. As part of a two-year pilot project beginning Fall 2001, class-
es meet four days a week, one of which is a lab. Prerequisite: 116 or the equivalent.

222. Conversation and Composition on Contemporary Issues This course sharpens language skills
learned, such as writing and speaking the German language. By focusing on cultural and political issues in
the German speaking countries, it will also strengthen the cultural and political literacy of our students.
Topics to be discussed may include the ramifications of Germany’s unification, the Neo-Nazi movement,
the administrative structure of Germany, Austria, and Switzerland, and the women’s and labor movements.
As part of a two-year pilot project beginning Fall 2001, classes meet four days a week, one of which is a
lab. Prerequisite: 116 or permission of the instructor.

GERMAN

232/314. Introduction to German Literature This course is designed to introduce students to the special
skills required for careful, critical reading of literary texts. It is a prerequisite for all literature courses that
the Department offers in German and is strongly recommended for all students intending to participate
in a German program abroad. Prerequisite: 116 or permission of the instructor.

240/310. German Cultural History I A survey of the historical, social, and cultural developments in
Germany, including their impact upon German literature, from pre-Christian days up to the French
Revolution. Prerequisite: 116 or the equivalent.

241/311. German Cultural History II A survey of the historical, social, and cultural developments in
Germany, from the French Revolution up to the present day. Prerequisite: 116 or the equivalent.

250. Topics in Germanic Studies An examination of some topic related to German literature or culture.
Topics may include studies of major German writers such as Goethe, Mann, and Wolf, German humor,

sagas and legends.

251. Topics in Scandinavian Studies Courses on the literature and culture of these north Germanic coun-
tries are offered regularly and cover topics as diverse as: the Vikings; Ibsen and Strindberg: Women in
Scandinavian literature; the Scandinavian novel. Offered in English.

252. Topics in Women’s and Gender Studies Analysis and discussion of various feminist or gender issues.
Topics may be feminist literature and criticism, individual feminist authors, German women’s history,
recent feminist issues, or the cultural construction of gender in German society and literature. Offered in

English.

341. German Medieval Literature A study of the German medieval period. Readings will include epics
such as the Nibelungenlied, the Eddas, the songs of the courtly poets, and Arthurian tales, Prerequisite: 232
and 240. Simultaneous enrollment in 240 is permitted.

342, Sturm und Drang and German Classicism A study of the works of Goethe and Schiller and their
contemporaries, and the era in which they lived and worked. Prerequisite: 232 and 240. Simultaneous
enrollment in 240 is permitted.

343. German Romanticism A study of the generation of writers after Goethe and Schiller (the 1790s to
the 1830s), e.g., E.T.A. Hoffmann, Brentano, and the brothers Grimm, whose stories, poems, and fairy
tales have had a powerful effect on Poe and Hesse. Prerequisite: 232 and 240. Simultaneous enrollment in
240 is permitted.

344, German Bourgeois Realism A study of the works of Stifter, Grillparzer, Heine, Grabbe, Storm, and
Fontane, writers active from the turmoil of the mid-1800s to the rise of Prussia and the decay and collapse
of the Austrian empire. Prerequisite: 232 and 241. Simultaneous enrollment in 241 is permitted.

345. German Expressionism A study of the works of writers in World War I and the Weimar Republic,
including Wedekind, Werfel, Trakl, Kaiser, Toller, and Lasker-Schiiler. Prerequisite: 232 and 241.
Simultaneous enrollment in 241 is permitted.

346. German Literature since 1945 A study of the works of Bachmann, Bdll, Frisch, Grass, Heym, Wolf,
and others as writers dealing with coritemporary issues of the German speaking countries. Prerequisite: 232
and 241. Simultaneous enrollment in 241 is permitted.

360. German Popular Culture This course will investigate German popular culture in its historical and
cultural context. Students will study selected texts from popular fiction, such as detective novels and car-
toons, listen to popular music, and watch popular tv series, while developing a methodology to analyze
critically the “other” German culture. Prerequisite: Permission of the instructor.

370. German Film This course will focus on German films in their broader cultural and historical con-
text. Students will study selected films and develop a method for viewing and analyzing them. Topics may
be the “New German Cinema’ from Schlondorff and Kluge to Herzog, Fassbinder and Wenders, the films

GERMAN/ HIstTory

of feminist film makers, such as Sander, von Trotta, Ottinger, and Sanders-Brahms, or Literature and Film.
Prerequisite: Permission of the instructor.

400. Senior Seminar Advanced investigation of a particular writer, work, problem, or theme in German
literature and/or culture, with emphasis on independent research and seminar reports. Prerequisite: German
major or permission of the instructor.

The following courses are offered in Bremen:

220. The Bremen Practicum A four-week course in contemporary German language and culture offered
at the University of Bremen, West Germany. Students will speak only German during this four-week peri-
od, and participate in intensive language classes, special lectures and field trips arranged by Dickinson with
German university instructors. Prerequisite: German 116 or equivalent and permission of the department.

340. Comparative Cultures: USA-Germany Using the university and city of Bremen as laboratory, stu-
dents will explore the experience of culture shock, the difference between American and German everyday
life, structural differences in American and German public institutions, historical ties between the two
countries, historic concepts and symbols, differing relationships to national culture, the effect of Germany's
past on contemporary consciousness. Prerequisite: Acceptance into the Dickinson in Bremen Program.

HISTORY

FACULTY

Stephen Weinberger, Robert Coleman Professor of History

Charles A. Jarvis, Professor of History (Director of the K. Robert Nilsson Center for European Studies
in Bologna, 2002-04)

George N. Rhyne, Professor of History (on leave Spring 2003)

Neil B. Weissman, Professor of History, Provost and Dean of the College, Russell I. Thompson Chair of
the College

Kim Lacy Rogers, Professor of History, Chair

David Commins, Professor of History

John M. Osborne, Associate Professor of History (on leave 2002-03)

Timothy Lang, Associate Professor of History (Director of Dickinson Humanities Program in England,
2001-03)

Lisa Lieberman, Associate Professor of History (on leave 2001-03)

Marcelo Borges, Assistant Professor of History

Karl D. Qualls, Assistant Professor of History

Walter W. Woodward, Assistant Professor of History

Regina M. Sweeney, Visiting Assistant Professor of History

Christian B. Keller, Visiting Assistant Professor of History

Matthew Pinsker, Visiting Assistant Professor of History

JoAnne Brown, Associate Dean of the College, Part-time Associate Professor of History

CONTRIBUTING FACULTY

R. Leon Fitts, Asbury J. Clarke Professor of Classical Studies
David Strand, Charles A. Dana Professor of Political Science

Ten courses including:

I. METHODOLOGICAL CORE:

History 204
History 304, 305 or approved equivalent
History 404

II. THEMATIC EMPHASIS

Option A: Regional Focus
European History: 105 and 106, or 106 and 107, or 243 and 244, or 253 and 254, and at least two
of the following: 213, 222, 223, 230, 231, 232, 234, 235, 257, 259, 313, 314, 333, 336, 357, 358
or North American History: 117 and 118, and at least two of the following: 211, 247, 281, 286, 288,
311, 382, 388, 389, 392, 394
or Latin American History: 130 and 131 and at least two of the following: 215 (where appropriate), 315
(where appropriate)
or Middle Eastern History: 121 and 122 and at least two of the following: 215 (where appropriate), 315
(where appropriate), 371, 372
or Asian History: 119 and 120 and at least two of the following: 215 (where appropriate), 315 (where
appropriate), 336, 360, 361
Option B: Topics Focus
Four related courses on a historical theme defined in conjunction with the student's adviser. At least
three of the courses must be at the 200 or 300 level.
Under either option, a course from an appropriate related discipline may be substituted for one of the
upper-level course requirements.

II]. COMPARATIVE CONTEXTS

At least one course each in North American, European, and non-Western or Latin American History;
Classics 251 or 253 may be substituted for the European History. Junior and senior majors are nor
mally expected to choose courses at the 200 and 300 levels.

MINOR

204 and at least five additional history courses.

SUGGESTED Four YEAR PROGRAM

First Year: One or two 100-level history courses

Second Year: 204, and one or two additional history courses
Third Year: 304 or 305 and upper level history courses
Fourth Year: 404 and remaining upper level history courses

NOTE: Students should plan their major in consultation with their advisers.

‘TEACHER CERTIFICATION

For information, see the Director of Teacher Education.

INDEPENDENT STUDY OR RESEARCH

The department faculty member teaching in the area of the student's topic of interest should be contact-
ed to discuss the proposal.

HIsTorY

Honors IN THE Major

Honors in the major require a minimum of two courses in independent research. Project proposals must
be formulated and approved in the second semester of the junior year. Guidelines are on the History
Prospectus website: www.dickinson.edu/departments/hist/prospectus. The project should be discussed
with the department chair and faculty adviser. An oral examination is conducted by the department on
papers judged to have honors quality.

INTERNSHIPS

Contact the Internship Office and/or an individual member of the History Department for information.
Internships are ordinarily scheduled in the junior or senior years. Summer internships, perhaps at “living
history” or museum sites, are also encouraged.

OPPORTUNITIES FOR Orr-Campus STUDY

The Department encourages participation in the many off-campus options. The Dickinson programs in
Bologna, Italy and Norwich, England are particularly attractive options for History majors.

CouRSES

105. Medieval Europe A survey of the development of European civilization from the fall of Rome to the
Renaissance.

106. Modern Europe to 1815 Society, culture, and politics from the Renaissance through the French
Revolution.

107. Modern Europe since 1789 Social, cultural, and political developments in Europe from the French
Revolution to the present.

117, 118. American History A two-course survey. The first semester 1607 to 1877 covers colonial, revo-
lutionary, and national America through Reconstruction. The second semester 1877 to the present covers
aspects of political evolution, foreign policy development, industrialization, urbanization, and the expand-
ing roles of 20th-century central government. Both courses include attention to historical interpretation.

Multiple sections offered.

119. South Asia: India and Pakistan A survey of ancient Indian civilizations, classical Hindu culture, the
era of Muslim dominance, European imperialism, and issues confronting the subcontinent since indepen-
dence.

120. East Asia: China and Japan An introduction to the classical order in China and Japan followed by a
consideration of the impact of Western intervention and internal change from the 18th century to the pre-
sent. Special emphasis on the interaction between China and Japan in this period.

121. Middle East to 1750 The rise of Islam, the development of Islamic civilization in medieval times and
its decline relative to Europe in the early modern era, 1500-1750.

122. Middle East since 1750 Bureaucratic-military reforms of the 19th century in Egypt and the Ottoman
Empire, European imperialism, regional nationalisms, contemporary autocratic regimes, and the politi-
cization of religion.

130, 131. Latin American History A two semester survey. The first investigates the ancient American civ-
ilizations, the Iberian background of the conquest, the clash of cultures that created a new colonial society,
and the early 19th century movements for independence. The second term focuses on the social, eco-
nomic, and political developments of the new nations from their consolidation in the late 19th century to
the present. Both courses view Latin American history from a global perspective.

History

204. Introduction to Historical Methodology Local archives and libraries serve as laboratories for this pro-
ject-oriented seminar that introduces beginning majors to the nature of history as a discipline, historical
research techniques, varied forms of historical evidence and the ways in which historians interpret them,
and the conventions of historical writing. Prerequisite: one previous course in history.

211. Topics in American History Selected areas and problems in American history. Suitable for beginning
history students, majors, and non-majors.

213. Topics in European History Selected areas and problems in European history. Suitable for beginning
history students, majors, and non-majors.

215. Topics in Comparative History Selected areas and problems in comparative history. Suitable for
beginning history students, majors, and non-majors.

222. Feudal Europe A study of the emergence of feudalism and an evaluation of its role in the develop-
ment of western Europe. Offered every other year. This course is cross-listed as Medieval and Early Modern
Studies 2O0B.

223. Renaissance Europe A study of prevailing conditions (social, economic, political, and cultural) in
western Europe with particular attention given to the achievements and failures of the Renaissance. Offered
every other year.

228. Italian History from the Middle Ages to the Enlightenment An examination of the principal events
in Italian society, culture, religion, and politics, including the rise of the medieval monastic orders, Italian
city-states, the development of commerce and industry, Renaissance Italy, the age of counter-reformation,
and the Age of Enlightenment. Student research will utilize resources such as museums and libraries avail-

able in the Bologna area. Offered in Bologna only

230. Modern Germany From the 19th century to the present. Emphasis on political and cultural respons-
es to socio-economic change, including German liberalism, the Bismarckian settlement, origins of the
World Wars, Weimar democracy, and Nazism. Offered every other year.

231. Modern France French society, culture, and politics from the Restoration to the present. Offered every
other year.

232. Modern Italy A survey of social, cultural, and political developments from the beginnings of the
Risorgimento in the 18th century to the post-war period, including the effects of the Napoleonic period,
the unification of Italy, World War I, Fascism, World War II, and the Cold War. Offered every other year.

234. Europe: 1914-1945 An examination of the evolution of European society between 1914 and 1945
under the impact of communism, fascism, and world war. Offered every other year.

235. Industrial Europe The social, economic, and cultural impact of the rise of industrialism and mod-
ernization on western Europe from 18th century beginnings to the full maturation of industrial society.
Offered every other year.

236. African History An overview of key issues in the history of Africa south of the Sahara, including pre-
colonial society and the sources for its study, Africa’s role in the making of the “Atlantic world,” the implan-
tation and consequences of European colonial rule, and developments since Independence.

243, 244. English/British History: 55 B.C. to Date First semester: the emergence of a unified English
society, and its political expression, to 1688 with particular attention to social, economic, and institution-
al developments. Second semester: the political, economic, and social development of Great Britain,
domestically and internationally, as a major power in the 18th and 19th centuries, and the abandonment
of that role in the 20th century.

247. Early American History An examination of North American history from the earliest contacts
between European and American peoples to the eve of the American Revolution. Particular attention is
devoted to the interplay of Indian, French, Spanish, and English cultures, to the rise of the British to a

History

position of dominance by 1763, and to the internal social and political development of the Anglo-
American colonies. This course is cross-listed as American Studies 301].

253, 254. History of Russia First semester: from earliest times through the reign of Alexander III. Second
semester: fall of the tsardom, the Russian revolution, the Soviet experience, and post-communist transi-
tion.

257. European Intellectual History Main currents of Western thought from the 17th century to the pre-
sent with emphasis upon the interaction of ideas and social development. Offered every other year.

259. Europe Since 1945 A social, political, and cultural study of the nations of Europe from the end of
the Second World War to the present, including the early East/West division, economic recovery, and the
growth of economic and political integration.

281. Recent U.S. History Examination of the social, political, and economic development of the U.S.
since the New Deal.

286. New Nation Reading and research in the political, economic, and social developments of the U.S.
during the first generations of official nationhood, from the writing and ratification of the Constitution to
the end of the Mexican War.

288. Civil War-Reconstruction A study of the political, economic, social and intellectual aspects of 19th
century America from 1848 to 1877. Attention is given to the causes and course of the Civil War and eval-
uates the results of Reconstruction.

304, Collateral Research In this half-credit research experience, a student builds on the skills introduced
in History 204 to produce a substantial essay dealing either with a significant historiographical problem or
with a question involving research in primary sources. Must be taken in conjunction with a substantive
course at the 200 or 300 level, which will provide a broader context for the problem addressed in the stu-
dent’s essay. Prerequisite: 204 and permission of the instructor. One-half course credit.

305. Research Practicum As an alternative to History 304, qualified students may enroll under this head-
ing for supervised independent projects on- or off-campus, academic internships with a strong research
component, or collaborative original research with faculty. Projects might result in a substantial essay based
on primary materials, or take such other forms as, for example, a documentary video, a processed archival
collection or finding aid, a historic site or archaeological field study, an oral history, or a museum exhibi-
tion. Prerequisite: 204 and permission of the instructor. One-half or one course credit.

311. Studies in American History Selected areas and problems in American history. Designed for majors
and for non-majors who have taken courses in related fields.

313, 314. Studies in European History Selected areas and problems in European history. Designed for
majors and for non-majors who have taken courses in related fields. 34 offered in Bologna only.

315. Studies in Comparative History Selected trends and problems studied comparatively in various peri-
ods and geographical areas. Designed for majors and for non-majors who have taken courses in related

fields.

333. The First World War A study of the causes, progress, and consequences of the first global conflict of
modern times. Particular attention is paid to the political and social impact of total warfare on the partic-
ipating nations. Offered every other year.

336. Comparative Revolutions Comparative consideration of major revolutions such as those in France
(1789), Russia (1917), and China (1949) in terms of causation, program, dynamics, and long-term effect.
Offered occasionally.

357. Deviance in Modern Europe Insanity, crime, and social protest in Europe from the 16th century to
the present. An exploration of the ways in which European societies have attempted to define and control
mental and social disorders. A reading and discussion course in which students are encouraged to examine

HIsTORY

their own attitudes toward deviant behavior.

358. 19th- to 20th-Century European Diplomacy European diplomatic history from the Congress of
Vienna through World War II. Offered occasionally,

360. Japanese Modernization An investigation of the impact of modernization on Japanese society over
the last two centuries. Special emphasis on conflicting interpretations of Japanese constitutionalism, impe-
rialism, and militarism and on the relevance of Japan's historical experience for an understanding of her
contemporary condition. The course is not a survey, but no previous knowledge of Japanese history is

required. Offered every other year.

361. China: Revolution and Modernization An examination of the interaction between the themes of
modernization and revolution in China over the last two centuries. Emphasis on alternative programs for
a new Chinese order, including Nationalism and Communism. The course is not a survey, but no previ-
ous knowledge of Chinese history is required. Offered every other year.

371. The Arab-Israeli Conflict A study of conflict through four phases: the early stages of the Zionist
movement and its impact in Ottoman Palestine to 1917; Zionist immigration and settlement and Arab
reaction during the Mandate period; the creation of Israel and its wars with the Arab states to 1973; and
the rise of a Palestinian Arab nationalist movement and the challenges it poses to Arab states and Israel.

372. Islam An introduction to Islamic beliefs and practices in their classical forms: rituals, law, mysticism,
and other topics. The course will consider aspects of Islamic cultures and societies in medieval and mod-
ern times. This course is cross-listed as Religion 259.

382. Diplomatic History of the United States Description and analysis of the nation’s role in world affairs,
from the earliest definitions of a national interest in the 18th century, through continental expansion,
acquisition of empire, and world power, to the Cold War.

383. Latin American—U.S. Relations A study of political, economic, and cultural relations between Latin
America and the United States from the early 19th century to the present. The evolution of inter-American
relations is analyzed in light of the interplay of Latin American, U.S., and extra-hemispheric interests.

388. African-American History A survey of black history from pre-colonial Africa and the origins of slav-
ery in the American colonies to the urban migrations of the 20th century. This course is cross-listed as
American Studies 301E.

389. Native Peoples of Eastern North America A survey of major development among Native Americans
east of the Mississippi River from approximately A.D. 1500 to the present, using the interdisciplinary
methodologies of ethnohistory. Topics to be addressed include 16th- and 17th-century demographic, eco-
nomic, and social consequences of contact with European peoples, 18th-century strategies of resistance and
accommodation, and 19th-century government removal and cultural assimilation policies, and 20th-cen-
tury cultural and political developments among the regions surviving Indian communities. This course is
cross-listed as American Studies 301G and Anthropology 223.

392. Immigrant America This course examines the experiences of immigrant and migrant Americans from
the 17th through the 20th centuries, with special emphasis on the periods 1870-1914 and 1965-present.
It will analyze the changing context of the immigrant and migrant experience as depicted in historical,
autobiographical, and fictional narratives. Offered every other year.

394. The Family in America Traces the history of the American family from the colonial period through
the present, using an interdisciplinary approach that combines readings in demography, social history, psy-
chology, literature, and anthropology. Topics explored include family formation and gender creation, mar-
riage and divorce, family violence, and the social impact of changing patterns of mortality and fertility.

404. Senior Research Seminar An examination of the historiography of a major topic, culminating in sub-
stantial research paper based in significant part on the interpretation of primary sources. Prerequisite: 204,
304, 305 or equivalent, and permission of the instructor.

HUMANITIES

In all courses given the humanities designation, students study the aesthetics of specific human works in
various media and inquire into the meanings of human existence embodied or suggested there. The cours-
es explore the varied historical and cultural contexts of such works to support the primary focus upon the
integrity and artistic character of the works themselves. The instruction is interdisciplinary.

CourRSES

120. Masterworks of the Western World A study of a small number of works from the several arts archi-
tecture, the graphic arts, literature, and music. The intent is 1) to focus on the works themselves, their
dialectics of form and content, 2) to inquire into their historical cultural and personal contexts, and 3) to
explore the conditions and character of each achievement, both in its own setting and in its potential for
more universal aesthetic power. Works will be chosen from fifth-century Athens, 16th- or 17th-century
Europe, and 20th-century America. Open to freshmen and sophomores.

220. Masterpieces of the Western World This course will have the same syllabus as Humanities 120.
Identical materials are covered and lectures given jointly. However, the course will have its own discussion
groups, and a more advanced level of interpretive skills will be assumed both for group discussions and for
evaluation. Open to juniors and seniors.

Note: Students may take either course for credit but not both. Either course fulfills Division I.a. distribu-
tion requirement.

The following courses are offered in England:

109. London’s History and Culture A topics course which focuses upon the ways that history, literature,
and the arts shape culture, using the city of London and its environs as a laboratory. Taught in the Summer
Semester in England only,

309. Studies in the Humanities I The primary aim of Humanities 309 is to help students understand
works of art as human statements that share certain formal principles and make manifest (in their differ-
ing ways) a variety of common values. The course explores not only those formal and aesthetic principles
to which all the arts respond in various historical eras, but also those occasions when one art form influ-
ences another. A second major goal is to study the ways that literature, the fine arts, drama, and music
might well be understood by considering the sensibilities of the creator within the socio-cultural influences
of a particular epoch. The emphasis in this regard is on the ways in which the history and geography of
London can help us appreciate the production, performance or displaying of the arts in a specific cultural
context. This course will fulfill neither a distribution nor a major requirement. Prerequisite: acceptance into the
Dickinson Humanities Program in England. Offered only in the Dickinson Humanities Program in England.

310. Studies in the Humanities IJ A continuation of Humanities 309, pursuing the same concerns only
in a different setting: The new focus is on the ways in which the history and geography of Norwich and
East Anglia in particular, and "the country" in general, can help us appreciate the production, performance
or displaying of the arts in a specific cultural context. Students will build upon individual research projects
undertaken in Humanities 309, studying the special impact of setting on culture. This course will fulfill
neither a distribution nor a major requirement. Prerequisite: Humanities 309. Offered only in the Dickinson
Humanities Program in England.

315. Topics in the Humanities This course permits the exploration of a discipline-specific topic in the
context of English culture. Topics will vary according to the discipline of the director and may include top-
ics from the following disciplines: dramatic arts, literature, art, history, and music. This course will not ful-
fill a distribution requirement and will fulfill a major requirement if so directed by the department of the
Dickinson Director. Prerequisite: permission of the instructor. Offered only in the Dickinson Humanities
Program in England.

INTERDISCIPLINARY STUDIES

AMERICAN AND GLOBAL Mosaic SEMESTER PROGRAMS

202. Mosaic Semester A 4-course credit community study with extensive field work which engages stu-
dents and faculty in an intensive, first-hand examination of the history, sociology, ethnography, and cul-
ture of a local community in central Pennsylvania. The particular site of the study and the methodologi-
cal approach varies according to the interests and expertise of the collaborating faculty who team-teach the
semester. Students in the Mosaic concentrate on this project during the semester, integrating three cours-
es as well an independent study for a total of four courses based on their field work under the direction of
one of the contributing faculty. Prerequisite: sophomore standing and permission of the instructors.

1996 — Ethnic and Labor Relations, Steelton, Pa.
Sharon O’Brien, James Hope Caldwell Professor of American Culture and Professor of English and
American Studies
Susan Rose, Professor of Sociology
Charles A. Barone, Professor of Economics

1998 — Latino Migrant Workers in Adams County, Pa.
Kjell I. Enge, Associate Professor of Anthropology
John D. Bloom, Assistant Professor of American Studies

2001 — Patagonia, Argentina and Steelton, Pa.
Susan Rose, Professor of Sociology
Marcelo Borges, Assistant Professor of History

LEADERSHIP STUDIES

etl
The General of the Army Omar N. Bradley Chair of Strategic Leadership Studies Dickinson College and
the United States Army War College, in 2001, created a shared visiting Chair in Strategic Leadership
Studies to bring persons of proven records and/or specialists on issues of leadership to a joint appointment
at the two institutions. The commitment of both institutions is to the understanding of leadership from
the perspective of the liberal arts and sciences and of security studies broadly conceived. In the fall semes-
ter 2002, the chair will be held by General Walter EF Ulmer, Jr., who will be teaching courses in the
International Business & Management Program.

Majors
American Studies Theatrical Design
Archaeology Women’s Studies

Biochemistry & Molecular Biology
Dance & Music

East Asian Studies

Environmental Science
Environmental Studies
International Business & Management
International Studies

Italian Studies

Judaic Studies

Medieval & Early Modern Studies
Policy Studies

Russian Area Studies

INTERDISCIPLINARY STUDIES/INTERNATIONAL BUSINESS & MANAGEMENT

CERTIFICATES

Latin American Studies
Law & Public Service

CouRSES

300. The Bologna Practicum An interdisciplinary seminar focusing on the city of Bologna. Guest partic-
ipants include administrators, political figures, art experts, and others with local expertise. Offered only in
Bologna.

INTERNATIONAL STUDIES, BUSINESS &
MANAGEMENT

FACULTY

Douglas T. Stuart, J. William Stuart and Helen D. Stuart Endowed Chair in International Studies,
Business and Management; Director of the Clarke Center for the Interdisciplinary Study of
Contemporary Issues; Adjunct Professor, U.S. Army War College; Professor of Political Science and
International Studies

Stephen E. Erfle, Associate Professor of International Business and Management, Chair

Michael J. Fratantuono, Associate Professor of International Studies, Business and Management

Stephanie B. Anderson, Assistant Professor of Political Science and International Studies

Dengjian Jin, Assistant Professor of International Business and Management

Michael S. Poulton, Assistant Professor of International Business and Management

David M. Sarcone, Visiting Assistant Professor of International Business and Management

Katharine S. Brooks, Director of Career Center, Part-time Associate Professor of International Business
and Management

CONTRIBUTING FACULTY

William Bellinger, Associate Professor of Economics

Russell Bova, Professor of Political Science

Robert D. Ness, Associate Professor of English

Timothy Lang, Associate Professor of History (Director of Dickinson Program in England 2001-03)
Marc A. Papé, Assistant Professor of French and Italian

Grace L. Jarvis, Senior Lecturer in Spanish (Director of Malaga Program 2000-04)

Mayor: INTERNATIONAL BusINEss & MANAGEMENT

CORE ECONOMICS COURSES (2)

ECON 111: Introduction to Microeconomics
ECON 112: Introduction to Macroeconomics

CORE BUSINESS COURSES (6)

IB&M 100: Fundamentals of Business
IB&M 200: Global Economy

IB&M 210: Financial Accounting
IB&M 220: Managerial Economics
IB&M 230: Organizational Behavior
IB&M 240: Marketing

INTERNATIONAL BUSINESS & MANAGEMENT

ELECTIVES (2)

IB&M 300: A topics course in IB&&¢M
IB&M 300: A second topics course in IB&M

FOREIGN LANGUAGE (2)

2 courses beyond the intermediate level of foreign language

COUNTRY/AREA AND GLOBAL ISSUES (2):
Country/Area (2)

1 course in the economics, politics, or history of the country/region of specialization
1 course in the culture of the country/region of specialization

Global Issues (2)
Two electives from the humanities, natural sciences, or social sciences that take a systemic
view of global affairs and examine transnational phenomena

A COMBINATION (2)

One course each from country/area and global issues

CAPSTONE COURSE (1)
IB&M 400: International Business Policy & Strategy

FIELD EXPERIENCE (NON-CREDIT)

Internship or field experience (not for credit in the Major)

SUGGESTED FouR YEAR PROGRAM (As oF FALL 2001)

First Year: Economics 111, 112; IB&¢M 100, 210; foreign language courses

Second Year: 200, 220, 230, 240; continued foreign language study

Third Year: Majors are encouraged, but not required to study abroad for a semester or full year; contin
ued foreign language study (if possible, one course should emphasize business or professional applica
tions); one course relating to history, politics, or economics of the country/region of specialization;
one course relating to the culture of the country/region of specialization; those studying abroad may
be able to complete a field experience.

Fourth Year: 300 (two courses); 400

NOTE: Students who wait until their sophomore year to take Economics 111 and 112 can still complete
the major. However, because these students should take IB&M 200 and 220 prior to going abroad, they
will not be able to go abroad for a full year (since these courses require one or more of Economics 111 and
112 as prerequisites).

CouRSES

nnn nnn rTETETEnnnnnennemn ean

100. Fundamentals of Business This course features an introductory focus on a wide range of business
subjects including the following: business in a global environment; forms of business ownership including
small businesses, partnerships, multinational and domestic corporations, joint ventures, and franchises;
management decision making; ethics; marketing; accounting; management information systems; human
resources; finance; business law; taxation; uses of the internet in business; and how all of the above are inte-
grated into running a successful business. You will learn how a company gets ideas, develops products, rais-
es money, makes its products, sells them and accounts for the money earned and spent. This course will not
fulfill a distribution requirement.

200. Global Economy Concentration upon strategies pursued by nation states in their interaction with

INTERNATIONAL BUSINESS & MANAGEMENT

international business enterprises and nongovernmental organizations. Students will work from an inter-
disciplinary perspective, with case studies of episodes in U.S. economic history and of selected countries
from Africa, Asia, Europe and Latin America. To facilitate their analysis, students will study concepts
drawn from trade theory, commercial and industrial policy, balance of payments accounting, exchange rate
determination, and open-economy macroeconomics. As such, the course will draw heavily from the intro-
ductory economics courses. This approach will help develop an appreciation for the complex environment
in which both political leaders and corporate managers operate. Prerequisite: Economics 111 and 112; con-
current enrollment in Economics 112 by permission of the instructor. This course will not fulfill distribution
requirement.

210. Financial Accounting This course is oriented toward the user of financial information (rather than
the preparer) and provides students with useful tools for understanding and using accounting information.
By the end of the course, students will understand the basic principles and concepts of accounting, the
business and economic activities that generate accounting information, how to use accounting informa-
tion for economic decision-making, and how accounting affects society and individuals. Students are also
introduced to the international dimensions of financial reporting. This course will not fulfill a distribution
requirement.

220. Managerial Economics Applies the principles and methods of economics to analyze problems faced
by managers in a business or other type of organization. This course emphasizes how managers can (and
should) use economic tools to further the objectives of the organization. Emphasis is on application of the-
ory to actual business decisions. Many applications will require students to build economic models using
spreadsheets, just as they will be required to do in a business setting. Prerequisite: Economics 111. This course
will not fulfill a distribution requirement.

230. Organizational Behavior This course looks at how human systems function within the structure of
the organization and how individual and group behaviors affect collective organizational culture and orga-
nizational effectiveness. Students study individual, interperson, and group processes; the relationship
between attitudes and behavior; ethical decision-making; and the management of organizational conflict
and change. Approaches for developing leadership, managing conflict, communicating effectively, enhanc-
ing efficiency, and encouraging organizational adaption to changing environments are explored. Examples
taken from domestic and international organizations are used throughout the course. Depending upon
topic, this course may fulfill Comparative Civilizations requirement.

240. Marketing How companies set out to identify and satisfy their customers’ needs is the primary objec-
tives of this course. Not only are the "4p’s of marketing" covered (product, price, promotional programs
like advertising and public relations, and place or distribution), but working with a specific semester-long
case, you will learn how to manage an integrated marketing program. We will also examine other impor-
tant aspects of marketing: market research, new product development, consumer behavior, ethics, com-
petitive analysis and strategic planning, and marketing internationally and on the Internet. Field trips and
videos are used to reinforce the ideas presented in the classroom. Prerequisite: 100 (or co-requisite). IBOM
210 is recommended but not required.

300. Issues in International Management A topics course examining important issues in international
management. Examples of course possibilities include issues in cross-cultural communication and ethics,
issues in international marketing, issues in international dimensions of financial reporting, issues in gov-
ernment regulation of business, and issues in financial decision-making. Prerequisite: varies by topic area.
Prerequisite(s) will typically include one or more IB&“M courses at the 100 and 200 level. This course will not
fulfill a distribution requirement.

400, Seminar in International Business Policy and Strategy This capstone course focuses on the chal-
lenges associated with formulating strategy in multinational organizations. The course will examine multi-
national business decisions from the perspective of top managers who must develop strategies, deploy
resources, and guide organizations that compete in a global environment. Major topics include foreign
market entry strategies, motivation and challenges of internationalization, the analysis of international

INTERNATIONAL STUDIES

industries, building competitive advantage in global industries, and the role of the country manager. Case
studies will be used to increase the student’s understanding of the complexities of managing international
business operations. Prerequisite: 300 or permission of the instructor. This course will not fulfill distribution
requirement.

Mayor: INTERNATIONAL STUDIES

CorE POLITICAL SCIENCE COURSES (2)

POLSC 170: International Relations
POLSC 280: American Foreign Policy

CorE ECONOMICS COURSES (3)

ECON 111: Introduction to Microeconomics
ECON 112: Introduction to Macroeconomics
IB&M 200 Global Economy; or

ECON 248 World Economy (in Bologna); or
ECON 348 International Economics

Core History COuRSE (1)

One course in diplomatic history. The following diplomatic history courses would satisfy this requirement:
HIST 358, HIST 382 or HIST 315 (when the topic is World Diplomatic History). Alternatively, the stu-
dent may take a history course which emphasizes diplomacy, such as US-Latin American Relations (HIST
383); US Relations with Japan (HIST 315) or The Cold War (HIST 315).

COURSES IN THE TARGET LANGUAGE (2)

2 courses in foreign language beyond the intermediate level

GENERAL ELECTIVES (5)

Five electives, at least three of which must pertain to the student's area of geographic concentration. The
other two electives may pertain to the student’s area of geographic concentration or they may be courses
which take a systemic view of global affairs or examine transnational phenomena. These five electives
must come from at least two departments.

CAPSTONE COURSES (2)
INTST 401: Senior Seminar
INTST 402-403: Integrated Study (1/2 course each semester) culminating in the International
Studies Oral Exam

Senior Oral Examination

One especially challenging part of the major is the comprehensive oral examination at the end of the
senior year. The exam lasts one hour, and involves questions relating to all four components of the
International Studies Program.

Honors IN THE Major

A student will be awarded Honors if the student has a 3.40 average overall and in the major, an A or A- in
International Studies 401, and Honors in the oral examination.

100

INTERNATIONAL STUDIES/INTERNSHIPS

OPppoOrRTUNITIES FOR Orr-CAmpus STUDIES

nee nn
One or two semesters (fall, spring, or summer): A student may choose, with the approval of the supervis-
ing committee, any program of foreign study in the context of an international studies semester abroad
program. Although majors are encouraged to go abroad, study abroad is not required.

COURSES

270. European Union This course will introduce the student to the governments, politics and major issues
that concern the people of the European Union. Part I will cover the theory and history of European inte-
gration; part II will examine the EU’s unusual institutional structure, and part III will focus on different
policy areas such as monetary union, environmental policy and foreign and security policy. Towards the
end of the semester, the students will represent the different member states in a simulation in order to assess
the efficiency of the EU policy making process. By examining the European Union and its effect on this
disparate group of member countries, the course will be able to explore the positive and negative effects of
integration. Prerequisite: POLSC 170 or IBM 200 or concurrent enrollment. This course is cross-listed as
Political Science 270.

290. Selected Topics in International Studies Special topics not usually studied in depth in course offer-
ings are examined.

401. Interdisciplinary Seminar Research Integrated the various disciplines in the major, normally involy-
ing the student's geographic area.

402, 403. Integrated Study During the senior year, students will prepare for an oral examination in the
core disciplines and in their area. The examination will be administered by the supervising committee.
One-half course credit each semester.

INTERNSHIPS

Detailed information about internships, advice in planning, and all necessary forms are available in the
Career Center.

CouRSES

301. Internship Seminar Studies in the seminar will analyze the workplace through the prism of the lib-
eral arts. Through guided readings, oral and written reports, and structured conversations, students will
critically reflect upon and analyze their workplace experiences. Students will study the formal and infor-
mal structures of the workplace through a variety of liberal art disciplines, and develop a sense of how their
liberal arts education serves them in the workplace. Also offered at Dickinson Centers abroad. Prerequisite:
Must be simultaneously engaged in an internship. This course is offered for credit/no credit only.

7xx. Internships for departmental credit Faculty-sponsored internships are registered individually as 700
courses specifically attached to the departments in which they are arranged. Arrangements for the intern-
ship must be made in advance. Students wishing to undertake a faculty-sponsored internship need to con-
sult with the faculty sponsor during the semester preceding the one in which the internship will be under-
taken. The internship registration form must be completed and returned to the Career Center during the
preregistration period. This course is offered for credit/no credit only.

101

ITALIAN STUDIES

CONTRIBUTING FACULTY

Sylvie G. Davidson, Professor of Romance Languages (Director, Dickinson College Center in Toulouse
2002-03)

Cyril Dwiggins, Associate Professor of Philosophy

Ted Emery, Assistant Professor of Italian

Leon Fitts, Asbury J. Clarke Professor of Classical Studies

Marvin Israel, Associate Professor of Sociology

Tullio Pagano, Associate Professor of Italian, Coordinator

George Rhyne, Professor of History (on leave 2002-03)

J. Mark Ruhl, Glenn E. and Mary Line Todd Professor of Political Science

Melinda Schlitt, Associate Professor of Art and Art History

Douglas Stuart, J. William Stuart and Helen D. Stuart Endowed Chair in International Studies,
Business and Management; Director of the Clarke Center for the Interdisciplinary Study of
Contemporary Issues; Adjunct Professor, U.S. Army War College; Professor of Political Science and
International Studies

Latifah Troncelliti, Visiting Assistant Professor of French and Italian

Stephen Weinberger, Robert Coleman Professor of History

Blake Wilson, Associate Professor of Music

Major

1.Required courses within the Italian department:
a. Italian 231
b. Italian 232
c. Italian 251
d. Italian 252
e. Italian 320
f. Italian 400

2. Required courses taken in other departments:

a. Art & Art History 132: The Arts of Italy (offered only in Bologna) or Art & Art History 300: Italian
Renaissance Art 1250-1450 or Art & Art History 301: Italian Renaissance Art 1450-1563.
Prerequisite for Italian studies major only: Art & Art History 101 or 102 or permission of instructor

b. History 232: Modern Italy or History 228: Italian History from the Middle Ages to the
Enlightenment (offered only in Bologna)

3. Elective emphases: two courses to be taken in one area of emphasis. These courses are to be chosen in
consultation with the director of the Italian studies program. Other courses approved by the director
of the program may be substituted for any course in an area of emphasis when the contents of the
course are suitable.

a. Humanities Classical Studies 224: Roman Archaeology; Art & Art History 304: Southern
Baroque.Prerequisite for Italian studies major only: Art & Art History 101 or 102 or permission of
instructor. Music 351: Seminar in Medieval and Renaissance Music; Philosophy 242: Medieval and
Renaissance Philosophy

b. History Classical Studies 253: Roman History; History 223: Renaissance Europe History 358:
19th-20th Century European Diplomacy

c. Social Sciences Interdisciplinary Studies 300: Bologna Practicum (offered only in Bologna); Political
Science 250: Comparative West European Systems; Political Science 275: Comparative Industrial
Relations (offered only in Bologna); Political Science 276: Italian Politics (offered only in Bologna);
Sociology 230: Italian-American Ethnicity

102

ITALIAN Stup1Es/JuDaIc STUDIES

OPPORTUNITIES FOR Orr-Campus Stupy

JUNIOR YEAR
The curriculum for Italian Studies students is comprised of three elements, as follows:

1) K. Robert Nilsson Center courses which serve well the interdisciplinary character of the Italian Studies
major. Students are encouraged to conduct research and to write their papers for these courses in Italian.

2) Independent Studies, in Italian, involving specialized projects using resources available only in Italian.
Directed by on-site Italian faculty from the K. Robert Nilsson Center, the Johns Hopkins School for
Advanced International Studies, or the University of Bologna, one-credit independent studies will be
grouped in small seminars.

3) Courses at the University of Bologna chosen from a wide variety of university courses appropriate to the
major. The Coordinator of Italian Studies should be contacted for information.

SUMMER IMMERSION PROGRAM

The Department offers a five-week student immersion program in Bologna at the beginning of each sum-
mer. This program is of special interest to students who cannot spend a year abroad. 220 Summer
Immersion counts toward the major in Italian Studies or the minor in Italian.

JUDAIC STUDIES

FACULTY

Andrea B. Lieber, Assistant Professor of Religion, Coordinator
Henry Goldschmidt, Luce Visiting Distinguished Scholar in Diaspora Studies

CONTRIBUTING FACULTY

David Commins, Associate Professor of History
Theodore Pulcini, Associate Professor of Religion

Major

1, Required courses:
Hebrew 111, 112, to be begun no later than the sophomore year (or other language if suitable; con
sult the coordinator)
Religion 103: Hebrew Scriptures in Context
Judaic Studies 104: Introduction to Judaism
Judaic Studies 219: History of the Jews

2. One course that views religion from a comparative or methodological perspective, e.g., Religion 101
or 390 or Anthropology 233, taken in or before the junior year. (Courses from American Studies or
Sociology might also be used to fulfill this requirement, with consent of the professor and the Judaic
Studies coordinator.)

3. Three coordinated and complementary electives. To obtain Judaic Studies major credit in these cours-
es, students are required: (1) to keep a journal or portfolio, as appropriate, of course materials having a
Judaic Studies focus, and (2) to do a special project, with a Judaic Studies focus. The latter may serve as
the regular term paper in that course, if permitted by the instructor. Judaic Studies work will be reviewed
at least twice during the term by appropriate members of the Judaic Studies Steering Committee.

103

Jupaic STUDIES

Examples include:
Classical Studies 251: Greek History; 253: Roman History
English 364: Studies in Fiction and Modern Poetry; 383: Contemporary American Fiction
Art & Art History 203: Medieval Art
German 241: German Cultural History II
History105: Medieval Europe; 117: American History I; 118: American History II; 121: History of
the Middle East I; 122: History of the Middle East II; 230: Modern Germany; 313: Deviance
in Modern Europe; 371: Arab-Israeli Conflict;
Judaic Studies 206: Jews & Judaism in the United States; 219: History of the Jews; 241: Judaism in
the Hellenistic Period
Philosophy 382: Theories of Knowledge
Political Science 280: American Foreign Policy since 1945
Religion 207: Holocaust & the Future of Religion; 211: Religion and Fantasy; 241: American Jewish
Fiction; 316: Modern Jewish Thought
4, Judaic Studies 490

MINOR

1. One year (two courses) of Hebrew or other language if appropriate
2. Religion 103
3. Judaic Studies 104

4, Two electives (Judaic Studies 219 is recommended).

NOTE: See coordinator for further courses acceptable toward the major.

SUGGESTED Four YEAR PROGRAM

First Year: Hebrew 101, 102; Religion 103

Second Year: Hebrew 111,112; Judaic Studies 219; Sociology 230

Third Year: Philosophy 261; Judaic Studies 260; Religion 260

Fourth Year: Religion/Judaic Studies 316, Women and Gender in Modern Judaism; Religion 241,
American Jewish Fiction or Religion 206

NOTE: Numerous variations are possible; see the coordinator for further courses acceptable toward the
major.

INDEPENDENT STUDY

Examples of Independent Studies: A History of Reform Judaism in the United States, Franz Kafka,
Psychology and Religion, Women in Judaism, Rabbinic Literature. Contact Prof. Lieber for more infor-
mation. Independent studies may be approved to substitute for certain requirements for the major.

OppoORTUNITIES FOR OFF-CAMPUS STUDY

Dickinson’s summer program in Jerusalem, “Jerusalem Layer By Layer,” affords students the opportunity
to explore ancient and modern dimensions of Israel’s history. Students are also encouraged to spend one
semester or one year in Israel and have done so through programs at the Hebrew University in Jerusalem
and at Tel Aviv and Haifa Universities. These course offerings can be incorporated into the Judaic Studies
major.

104

Jupaic Stupies/HEBREW

CouRSES

een ee eee Ve

104. Introduction to Judaism See course description with Religion 104 listing.
105. Judaism in the Time of Jesus See course description with Religion 105 listing.
206. Jews and Judaism in the United States See course description with Religion 206 listing.

216. Topics in Judaic Studies Selected topics in Judaic Studies. Topics offered will vary from year to year,
reflecting the interests of faculty and students as well as evolving concerns of the field. Examples of topics
offered: American Jewish Fiction; Modern Jewish Thought; Jews in Film and Pop Culture; Women,
Gender and Judaism.

219. History of the Jews See course description with Religion 219 listing.

240, Women in Judaism Half of any people's history is lived by its women, but their part in the history is
often overlooked or minimized by (male) historians. From the Matriarchs to Golda Meir, this course exam-
ines the roles and contributions of noteworthy as well as ordinary women in Jewish society throughout
3500 years of history.

241. Judaism in the Hellenistic Period Greek culture posed the most potent challenge to the survival of
Jewish culture from Alexander's time to ours. This course examines how Judaism coped with an essential-
ly friendly, multicultural society into which it was involuntarily thrust. Covers the period 333 b.c.e. to

313°c.e.
316. Topics in Judaic Studies See course description with Religion 316 listing.

490. Senior Thesis An independent project supervised by the Judaic Studies coordinator and an adviser
from the appropriate department. The product of this course will be a written term paper that is also
defended orally before a panel of three professors. Open to senior Judaic Studies majors only.

HEBREW

*101, 102. First-Year Biblical Hebrew Fundamentals of Hebrew morphology and grammar. Second term
includes readings from Biblical narrative texts.

*103, 104. Elementary Modern Hebrew Introduction to the modern Hebrew language. Alphabet, phon-
ics and grammatical structures. Emphasizes development of reading comprehension, composition and con-
versational skills.

*111, 112. Intermediate Hebrew Review of grammar, rapid reading of selected texts; Book of Amos in the
second semester. Prerequisite: 102 or the equivalent.

116. Intermediate Modern Hebrew Formal study of Hebrew language with emphasis on oral practice and
writing skills. Prerequisite: 104 or the equivalent.

NOTE: A major and minor are not offered in Hebrew. Interested students should refer to the Judaic
Studies program.

105

LATIN AMERICAN STUDIES

CONTRIBUTING FACULTY

Cathleen E. Anderson, Assistant Professor of Spanish and Portuguese
Marcelo Borges, Assistant Professor of History, Coordinator

Kjell I. Enge, Associate Professor of Anthropology

Sinan Koont, Associate Professor of Economics

Noel Luna, Assistant Professor of Spanish

Alberto Rodriguez, Associate Professor of Spanish

J. Mark Ruhl, Glenn E. and Mary Line Todd Professor of Political Science

CERTIFICATE IN LATIN AMERICAN STUDIES

Students should declare their intention to pursue the LAS Certificate to the LAS Coordinator and with
the Registrar’s Office by the beginning of their junior year. Students who successfully complete all the
requirements stated below will be issued a Certificate in Latin American Studies which will be awarded
upon graduation from the College and will be recorded on their transcript.

The certificate in Latin American Studies requires (1) the successful completion of Latin American Studies
201; (2) completion of six other approved courses or independent studies dealing with Latin America taken
in at least three academic departments, e.g., Anthropology 221 and 222, Economics 349, Political Science
251, Spanish 232 and 242, etc.; (3) demonstrated language proficiency in Spanish or Portuguese, equiva-
lent, as a minimum, to the completion of a 200-level conversation and composition course; (4) the com-
pletion of an interdisciplinary research paper written under the supervision of at least two faculty members
from different departments, and for which one course credit, one-half in the fall and one-half in the spring
semester, will be offered under Latin American Studies 490 taken in the fall and spring semesters of the
senior year; and (5) the successful oral defense of the research paper before a committee of at least three
program professors.

SUGGESTED Four YEAR PROGRAM

First Year: Spanish or Portuguese language; LAS 201

Second Year: Spanish 231 or 232 or Portuguese 231; LAS courses

Third Year: LAS courses; Spring semester, Dickinson in Mexico Program at the University of Querétaro
Fourth Year: LAS 490; Research Paper

NOTE: Students must apply to the Latin American Studies Certificate Program by the beginning of their
junior year.

INDEPENDENT STUDY

Independent Studies on Latin American topics in the Departments of Political Science, Anthropology,
Spanish and Portuguese, Religion, Philosophy, History, Economics, Art 8 Art History or any other
Academic Department that may be able to offer such instruction, with prior approval from the candidate’s
program supervisor.

OPPORTUNITIES FOR Orgr-Campus STUDY

The Dickinson in Mexico Program at the University of Querétaro is an integral part of Latin American
Studies at the College. This is a Spring Semester program. Students who participate in other off-campus
programs approved by the College’s Dean of International Education may petition the Committee of
Contributing Faculty to have a maximum of three Latin American courses taken in said programs applied

to the requirements stated above.
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LATIN AMERICAN STUDIES/LAW & PUBLIC SERVICE

CouRSES

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01. Introduction to Latin American Studies A multi-disciplinary, introductory course designed to famil-
‘arize students with Latin American societies through a study of their history, economics, politics, litera-
ture, and culture. The purpose of the course is to provide a framework or overview to enhance under-
standing in the students’ future courses in particular disciplines and specific areas of Latin American study.
No prerequisite, required of all Latin American certificate candidates,

490, Latin American Interdisciplinary Research Research into a topic concerning Latin America directed
by two or more faculty representing at least two disciplines. Students must successfully defend their
research paper to obtain course credit. The paper is researched and written in the fall semester for one-half
course credit and then defended and revised in the spring semester for the other half credit. Designed to
satisfy requirement four (4) of Latin American Certificate Program. Prerequisite: seniors in the program.

The following course is offered in Querétaro:

202. Mexican Culture and History This course is an examination of the cultural, economic and political
history of Mexico designed to provide an understanding of the complexities of modern Mexican society.
Students will examine pre-Hispanic cultures, the colonial era, Mexican independence from Spain, the rev-
olution, 20th Century political parties, the sexual revolution, current economic inequality, ethnic and lin-
guistic diversity, and the conflict in Chiapas. Special emphasis will be placed on the history of the state of
Querétaro in relation to the Mexican nation. Class trips will be made to selected areas of Mexico that are
of archaeological, cultural and historical significance.

Law & PUBLIC SERVICE

CONTRIBUTING FACULTY

Susan M. Feldman, Professor of Philosophy

Philip T. Grier, Thomas Bowman Professor of Religion and Philosophy

James M. Hoefler, Professor of Political Science

B. Ashton Nichols, Charles A. Dana Professor of English Language and Literature

Harry L. Pohlman, A. Lee Fritschler Professor of Public Policy, Professor of Political Science, Director
Andrew C. Rudalevige, Assistant Professor in Political Science

CERTIFICATE IN LAW & PUBLIC SERVICE

Students should declare their intention to pursue the LPS Certificate to the LPS Director and with the
Registrar's Office. Students who successfully complete all the requirements stated below will be issued a
Certificate in Law and Public Service which will be awarded upon graduation from the College and will
be recorded on their transcript.

SUGGESTED Four YEAR PROGRAM

First and Second Year: Required skills courses for writing (English 211 or 212 or 214) and Analytical
Reasoning (Philosophy 121)

Third Year: Two LPS electives (eligible courses are listed on the LPS Web page:
www.dickinson.edu/departments/law

Fourth Year: the Gateway course, LPS Seminar, and LPS internship

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MaTHEMATICS/COMPUTER SCIENCE

CourRSES

301. Gateway Course This course explores the diverse public-service roles that lawyers and administrators
play in law-related fields at the local, state, national, and international levels. Emphasis will be given to the
professional rights and duties attached to public-service positions and the ethical dilemmas that arise in ful-
filling these responsibilities. Public-service professionals will play an integral role in the course as visiting
speakers. Prerequisite: A course that qualifies as an LPS Writing Skills Course, a course that qualifies as an LPS
Analytical Reasoning Course, 2 courses that qualify as LPS Electives or Permission of the LPS Director. [Eligible
courses are listed on LPS Web page.]

401. Senior Seminar A seminar that explores in depth a particular aspect or area involving the intersection
of law and public service. Students apply the theoretical readings of the course to the realities of a relevant
law/public-service institutional setting. An example is Crime and Punishment, a seminar that examines
principles of criminal responsibility with a focus on homicide cases. The relevant legal/public service insti-
tutional settings for this seminar are the local criminal courts. Cross-listed with Political Science 390.
Prerequisite: 301.

MATHEMATICS & COMPUTER SCIENCE

FACULTY

Nancy Baxter Hastings, Professor of Mathematics & Computer Science, Theodore & Catherine
Mathias Chair in Mathematics and Computer Science, Chair (on leave 2002-03)

Barry A. Tesman, Associate Professor of Mathematics (Director of the Dickinson Science Program in
England, 2002-04)

Lorelei Koss, Assistant Professor of Mathematics (on leave Spring 2003)

David S. Richeson, Assistant Professor of Mathematics

Vonn Walter, Visiting Assistant Professor of Mathematics

Rachelle M. Ankney, Visiting Assistant Professor of Mathematics

Richard J. Forrester, Instructor in Mathematics

Grant W. Braught, Instructor in Computer Science

Louis Ziantz, Instructor in Computer Science

Daniel T. Russo, Visiting Instructor in Mathematics

COMPUTER SCIENCE

Major

132 (possibly preceded by 131)

232, 251, 314, 332, 356, 406

354 or 358 or a designated special topics course

Two electives numbered 204 or higher (Upon prior approval of the department, one of the two electives
may be replaced by a course outside of computer science)

Math 161 (or 151, 152); Math 211

MINOR

Six computer science courses including the core courses 232 and 251 and one additional course above the
300 level. (Upon prior approval of the department, one elective may be replaced by a course outside of
computer science.)

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COMPUTER SCIENCE

SUGGESTED FouR YEAR PROGRAM
Model 1 - CS131 as entry point (for students with no prior programming experience)

First Year: 131, 132

Second Year: 251, 232

Third Year: 356, 314, 332

Fourth Year: 406, Computer Science Electives

NOTE: Math 161 (or Math 151, 152) and Math 211 must be taken in order and should be completed
before the end of the sophomore year. Computer Science electives may also be taken in the second and
third years.

Model 2 - CS 132 as entry point (for students with some structured programming experience)
First Year: 132, 232

Second Year: 251, 332

Third Year: 356, 314

Fourth Year: 406, Computer Science Electives

CouRSES

131. Introduction to Computer Science I An introduction to Computer Science as a major scientific dis-
cipline, with topics including computer organization, networking and operating systems. Special empha-
sis is placed on problem-solving and experimentation through Web-based programming using JavaScript.
The lab component focuses on projects that explore the design and functionality of computer systems and
student-created programs. Three hours classroom and two hours laboratory a week.

132. Introduction to Computer Science II A problem-solving course that utilizes object-based software
design using Java. Topics include code modularity and reusability, recursion, data storage, and the empir-
ical and theoretical comparison of elementary algorithms. The lab component focuses on programming as
a tool for solving problems and simulating real-world events. Prerequisite: 131 or one year of High School
programming, or instructor’ permission. Three hours classroom and two hours laboratory a week.

203, 204. Special Topics Topics to be announced when offered. Prerequisite: permission of the instructor.
One-half or one course credit.

232. Data Structures and Problem Solving An advanced problem-solving course that focuses on the
design and analysis of data structures including lists, stacks, queues, trees, and hash tables. Object-orient-
ed design principles in Java are introduced. The lab component focuses on the implementation and appli-
cation of data structures to solving complex problems. Prerequisite: 132. Three hours of classroom and two
hours laboratory a week. Offered every spring.

251. Computer Organization Computer architectures, data representations, machine arithmetics, con-
ventional machine language instructions, assemblers and loaders; an introduction to assembly language
programming. Prerequisite: 132.

314. Theoretical Foundations of Computer Science An introduction to the theory of computer science
including formal language theory (grammars, languages, and automata including Turing machines), and
an introduction to the concept of effectively computable procedures, computability theory, and the halt-
ing problem. Prerequisite: 132 and Math 211.

332. Analysis of Algorithms A study of algorithmic approaches to problem-solving and techniques for ana-
lyzing and comparing algorithms. Approaches such as divide-and-conquer, dynamic programming, and

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COMPUTER SCIENCE/ MATHEMATICS

backtracking will be explored in conjunction with complex structures such as trees and graphs. Topics in
computational complexity include asymptotic complexity measures, intractability, and nP-complete prob-
lems. Prerequisite: 232, Math 211. Offered every spring.

354. Operating Systems A survey of operating system software, multitasking and time-sharing operating
systems; process management and scheduling, memory management and addressing; filing systems.
Prerequisite: 251.

356. Programming Language Structures Basic properties and special facilities of such higher level lan-
guages as Pascal, C++, LISP, and PROLOG; data types, scope rules, block structures, procedure calls and
parameter types, storage allocation considerations. Prerequisite: 232.

358. Computer Architecture and Logical Design Introduction to the design of digital computers and net-
works. Topics include coding, data representation, arithmetic and logical design using external memories.
Included will be an introduction to the design of 8/16/32-bit microprocessors. Knowledge of electronics
is not required. Prerequisite: 251.

364. Artificial Intelligence Application of computers to tasks that are usually considered to demand
human intelligence. Topics include natural language parsing, search techniques, game playing, problem
solving, learning pattern recognition, and understanding. Introduction to LISP or PROLOG. Prerequisite:
252.

374, Computer Graphics Foundation and mathematics of computer graphics systems, including 2- and
3-dimensional techniques of line and block diagrams, solid and surface figures, display algorithms, and
hardware implementation. Use of high-resolution color vector and raster systems. Prerequisite: 232 and
Math 211.

378. Information Systems Relational, hierarchic, and network models in data base management; data def-
inition languages and data manipulation languages; systems analysis; natural language processing and
human information processing may be considered if time permits. Prerequisite: 232.

393, 394. Special Topics Topics to be announced when offered. Possibilities include software engineering,
Networks, and Compiler Design. Prerequisite: permission of the instructor.

406. Senior Seminar An in-depth examination of selected topics in computer science, with an emphasis
on ethical, intellectual and philosophical issues in computing, A substantial project involving both a writ-
ten and oral presentation will be required. Prerequisite: Any two 300-level courses and senior standing in com-
puter science.

MATHEMATICS

Major

Math 161 (or 151, 152), 162, 211, 261, 351, 361

One math course having 351 or 361 as a prerequisite

One additional math course numbered 301 or higher, two math electives numbered 201 or higher

(Upon prior approval by the department, one of the two electives may be replaced by a course outside of
mathematics or by the professional semester in mathematics.)

Computer Science 132

MINOR

Six courses including the core courses: 211, 261, and either 351 or 361. (Upon prior approval of the
department, one elective may be replaced by a course outside of mathematics.)

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MATHEMATICS

SUGGESTED Four YEAR PROGRAM

Model I - Math 151 as entry point (for students with weak pre-calculus preparation)
First Year: 151, 152

Second Year: 162, 211, 261, Computer Science 132

Third and Fourth Years: 351, 361, Mathematics Electives

Model 2 - Math 161 as entry point (for students with suitable pre-calculus preparation)
First Year: 161, 162

Second Year: 211, 261

Third and Fourth Years: 351, 361, Mathematics Electives

Students with AP credit in Calculus can begin the major with Math 162 (Calculus IT), Math 211 (Discrete
Mathematics) or Math 261 (Calculus III).

CourRSES

120. Quantitative Reasoning This course teaches fundamental concepts and skills of quantitative reason-
ing. The emphasis is on developing the tools of critical thinking needed to understand, interpret, assess,
and communicate numerical information and arguments. Specific topics to be covered include measure-
ment, scales and magnitudes, number representation, proportional reasoning, randomness, sample surveys
and simple experiments. Students who have received credit for 121 cannot take this course for credit. Does not
count toward the major or minor in mathematics.

121. Elementary Statistics An introduction to the fundamental concepts involved in collecting, display-
ing, summarizing, and drawing inferences from data. Topics include exploratory data analysis, design of
surveys and experiments, probability, sampling distributions, estimation, and significance testing. Does not
count toward the major or minor in mathematics.

*151, 152. Introduction to Calculus First semester: a study of functions and limits with an introduction
to derivatives. Second semester: continuation of differential calculus and an introduction to integral cal-
culus with emphasis on applications. As needed, this sequence is augmented with a review of algebra,
geometry, etc. Students are strongly encouraged to take both semesters. A two-course sequence designed
to prepare students for Math 162, Calculus II. Course meets in a computer lab five hours per week. Because
of course content similarity, students cannot receive credit for both Math 152 and Math 161. Prerequisite:
departmental placement.

161. Calculus I The study of real-valued functions, limits, derivatives, and their applications. Three hours
of classroom and two hours of lab per week. Because of course similarity, students cannot receive credit for both
152 and 161. Prerequisite: departmental placement, or 151 with permission of the instructor.

162. Calculus II The study of transcendental functions, methods of integration, separable differential
equations, infinite sequences and series, and an introduction to parametric equations and polar coordinate
systems. Concepts and applications are emphasized. Three hours classroom and two hours of lab per week.
Prerequisite: 152 or 161 or departmental placement.

201, 202. Special Topics Topics to be announced when offered. Prerequisite: permission of the instructor.
One-half or one course.

211. Discrete Mathematics An introduction to fundamental mathematical concepts used in mathematics
and computer science. The course presents the principles of mathematical logic and methods of proof such
as direct and indirect proofs and mathematical induction. Other topics include sets, functions, relations,
matrix algebra, and techniques from elementary combinatorics and graph theory. Prerequisite: 161.

221. Statistical Data Analysis An introduction to principles and techniques of data analysis and statistical
models. Methods to be studied chosen from exploratory data analysis, simple and multiple regression,

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MATHEMATICS

analysis of variance, contingency tables, time series, logistic regression, and experimental design.
Prerequisite: 162. Offered every two years.

222. Probability An introduction to the mathematical theory of probability, including such topics as com-
binatorial methods, conditional probability and independence, discrete and continuous random variables,
and expectation. Prerequisite: 162. Offered every two years.

241. Differential Equations Elementary methods of solutions of selected types of differential equations;
solutions of systems of linear differential equations with constant coefficients; and a brief introduction to
numerical methods and series solutions. Includes a strong emphasis on applications. Prerequisite: 162.

Offered every two years.

261. Calculus IT Multivariate calculus including vectors, three-dimensional analytic geometry, vector-val-
ued functions, functions of several variables, partial differentiation, and multiple integration. Additional
topics if time permits. Prerequisite: 162 or departmental placement.

262. Introduction to Linear Algebra Topics include matrices, linear transformations, vector spaces, eigen-
values and eigenvectors, with applications to differential equations and geometry. Prerequisite: 162.

301, 302. Special Topics Topics to be announced when offered. Prerequisite: Permission of the instructor.
One-half or one course credit.

311. Applied Combinatorics An advanced course in discrete mathematics introducing the basic tools of
combinatorics and their applications. The course will consider the three basic problems of combinatorics;
counting, existence and optimization. Prerequisite: 211. Offered every two years.

321. Mathematical Statistics An introduction to mathematical theory of statistical inference. Topics
include point and interval estimation and significance testing. As time permits, further topics may include
exploratory data analysis, linear regression, analysis of variance, and categorical data analysis. Prerequisite:
222 and 261. Offered every two years.

341. Numerical Methods An introduction to numerical methods for solving mathematical problems.
Topics chosen from interpolation, numerical differentiation and integration, solutions to linear and non-
linear systems, numerical solutions to differential equations and related topics. Prerequisite: 261 and knowl-

edge of a programming language. Offered every two years.

351. Algebraic Structures An introduction to axio-matic formalism using algebraic structures as para-
digms. Topics chosen from groups, rings, integral domains, fields and vector spaces. Prerequisite: 211.

361. Analysis I A theoretical development of calculus including the topics of continuity, limits, differenti-
ation and integration. Many of the major theorems only stated in Math 161,2 will be proven. Course starts
with an examination of the real number system. Prerequisite: 211 and 261.

362. Analysis II A continuation of the theoretical development of the calculus including such topics as
Taylor polynomials, convergence of sequences and series of functions. Additional topics will be included if
time permits. Prerequisite: 361 or permission of the instructor.

401, 402. Special Topics Topics to be announced when offered. Prerequisite: permission of the instructor.
One-half or one course credit.

472. Complex Analysis An introductory study of functions in the complex plane. Topics include: complex
numbers and functions, the theory of differentiation and integration of complex functions; Cauchy’s inte-
gral theorem; the Residue theorem; conformal mappings. Prerequisite: 361.

481. Topology An elementary study of metric and topological spaces touching upon open and closed sets,
compactness, and connectedness. Prerequisite: 361.

112

MEDIEVAL & EARLY MODERN STUDIES

Medieval and Early Modern Studies is a multidisciplinary approach to European cultures and civilizations
from late antiquity (ca. 500) to the beginnings of the Enlightenment (ca. 1750). The major incorporates
materials and methodologies from the fields of literary studies, history, art history, music, philosophy, and
religious studies. Students in the program have considerable flexibility in the design and focus of their
courses of study.

CONTRIBUTING FACULTY

Sylvie Davidson, Professor of Romance Languages and Literatures (Director, Dickinson Center in
Toulouse, 2002-03)

Mara Donaldson, Professor of Religion (on leave 2002-03)

Cyril Dwiggins, Associate Professor of Philosophy

*Beverley Eddy, Professor of German

Christopher Francese, Associate Professor of Classical Languages

*Carol Ann Johnston, Associate Professor of English, Martha Porter Sellers Chair in Rhetoric and the
English Language (on leave 2002-03)

*David Kranz, Professor of English

Marc Mastrangelo, Assistant Professor of Classical Studies

Kirk Moll, Librarian, Library Resources

Ted Pulcini, Associate Professor of Religion

Abraham Quintanar, Instructor in Spanish

John Ransom, Associate Professor of Political Science

Thomas Reed, Professor of English

Alberto Rodriguez, Associate Professor of Spanish

*Melinda Schlitt, Associate Professor of Art History

Stephen Weinberger, Robert Coleman Professor of History, Coordinator

*Blake Wilson, Associate Professor of Music

*Members of the Medieval & Early Modern Studies Steering Committee 2002-03
Major
Eleven courses:

I. Medieval & Early Modern Studies 200

II. Core courses: five courses including History 105 and 106, and three courses focused in the time
frame or on M&EMS theory, one each in Music, Art & Art History and literature in any language

III. Cluster courses: four courses on a topic decided in consultation with a M&EMS adviser, in more
than one department and including courses above the 100 level

IV. Senior research: Medieval & Early Modern Studies 490

ADVISING

Each student will choose his/her adviser from among participating faculty. The adviser’s responsibility will
be to ensure that the student’s “cluster courses” have an appropriate depth and academic level; i.e., a clus-
ter cannot be composed of four courses at the 100-level, or four courses from one department. The advis-
er will also guide the student in developing the cluster with an eye towards The Senior Experience. The
Senior Experience will be an interdisciplinary research project drawn from the cluster topic and courses.
The student will explore this topic at a more advanced and synthetic level than in the cluster courses.

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MEDIEVAL & EARLY MODERN STupIEs/MILITARY SCIENCE

CouRSES

200. Discourse and Methods in Medieval and Early Modern Studies Sophomore methods course for the
major in Medieval and Early Modern Studies. This is a team-taught, interdisciplinary course, with topics
and faculty rotating among the participating departments. Each course will be offered under the umbrel-
la of a single topic, such as a city, a subject, an idea. An introduction to critical and historical methods and
discourses within the discipline of Medieval and Early Modern Studies, including reading, critique,

research, and interpretation.

490. The Senior Experience Senior Projects and Research in Medieval and Early Modern Studies. Seniors
in the major will work independently with a director and a second faculty reader (representing another dis-
cipline in the major) to produce a lengthy paper or special project which focuses on an issue relevant to
the cluster of courses taken previously. Under the direction of the program coordinator, students will meet
collectively 2 or 3 times during the semester with the directors (and, if possible, other MEMS faculty) to
share bibliographies, research data, early drafts, and the like. This group will also meet at the end of the

semester to discuss and evaluate final papers and projects. Prerequisite. 200; four-course “cluster.”

CorRE AND CLUSTER COURSES

Art & Art History: 101, 102, 300, 301, 304, 306, 203, 205, 391

English: 101, 339, 350, 390, 392, 394, 399, 403

French & Italian: French 361, 364; Italian 225 (offered in Bologna ), 251, 320, 400
German: 240, 251, 341

Flistory: 405,106; 221222; 223,245, 253; 213; 313

Music: 101, 107, 351, 352

Philosophy: 242

Religion: 209, 211, 212, 214, 259, 260, 310, 390, 490

Russian: 223, 260

Spanish: 241, 244, 352

MILITARY SCIENCE

Participation in military science courses during the freshman and sophomore years results in no military
obligation. Individuals who elect to continue in and successfully complete the program during their junior
and senior years can receive a commission as a second lieutenant in the U.S. Army, National Guard or
Army Reserves upon graduation. They will be required to serve from four months to four years in the active
Army, depending upon type of commission.

FACULTY

Mark N. Mazarella, Professor of Military Science, Chair
Barry K. Farquhar, Instructor in Military Science
David D. Carter, Instructor in Military Science

SUGGESTED Four YEAR PROGRAM

First Year: 101, 102

Second Year: 211, 202

Third Year: 321, 302

Summer between third and fourth years: 5-week ROTC Advanced Camp
Fourth Year: 401, 431

NOTE: Options are available for those individuals who encounter scheduling conflicts or who desire to

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MILITARY SCIENCE

begin participation after their freshman year. Contact the department for further information.

Advanced Leadership Practicum: A five-week summer training program at an Army installation which
stresses the application of military skills to rapidly changing situations. Participants are evaluated on their
ability to make sound decisions, to direct group efforts toward the accomplishment of common goals, and
to meet the mental and physical challenges presented to them. Completion of this practicum is required
prior to commissioning and it is normally attended between the junior and senior years. Participants
receive room, board, travel expenses, and medical care, and are paid for the five-week period.

Leadership Laboratory: Students who enroll in the ROTC program as cadets are required to attend a lead-
ership laboratory one hour a week as a practical application and reinforcement of military skills introduced
in the classroom. Students who take MS 101, 102 who do not desire to enroll as cadets are encouraged to
attend the leadership laboratory, but are not required to do so.

Financial Assistance: Books and equipment for military science courses and the ROTC program are pro-
vided free of charge to all cadets. All juniors and seniors in the ROTC program (advanced course) and
scholarship cadets are paid a tiered, tax-free subsistence allowance of $250-$400 a month and receive cer-
tain other benefits.

Physical Education Credit: Two blocks of physical education for military science may be earned (one block
after two years participation and a second prior to graduation).

Scholarships: Army ROTC scholarships based on merit are available. Recipients receive $17,000 annual-
ly to apply toward tuition. In addition, all scholarship recipients receive $600 annually for books, a tiered,
tax-free stipend ranging from $250-$400 per month and a room and board grant from the College. High
school seniors may apply for four-year scholarships. During the academic year, Dickinson students
(whether enrolled or not in ROTC) may compete for three and two-year scholarships. Information may
be obtained from high school counselors or any ROTC professor of military science. Recipients agree to a
service obligation. Scholarships are also available for students entering a medical school or pursuing grad-
uate studies in the basic health sciences. For additional information contact the director of enrollment, mil-
itary science department.

Corresponding Studies Program: Students participating in an off-campus study program in the U.S. or
abroad may continue participation in either the Army ROTC basic course or advanced course and receive
the same course credit and benefits as a student enrolled in the on-campus program. Army ROTC schol-
arship students are also eligible to participate in this program. For more information contact the director
of enrollment, military science department.

Non-Dickinson Students: Students pursuing a baccalaureate or advanced degree program at nearby col-
leges are eligible to cross-enroll in the Dickinson College ROTC program. These schools have registration
or transfer procedures which allow full or partial credit toward graduation for military science courses taken
through Dickinson. Contact this department for more information.

COURSES

ee
101, 102. Introduction to Military Science A critical inquiry into the evolution of the relationship
between military policy and the foreign and economic policies of the United States. A careful study of mil-
itary history designed to foster in the student a balanced judgement of both political leaders and soldiers
and of their mutual problems in the conduct of military affairs in peace and war. By means of both writ-
ten and oral presentations regarding the history of military art, battle history, technical studies and the rela-
tionship of the armed forces with society, students will be encouraged to develop a habit of critical reflec-
tion. To complement their investigation of military history, students will receive practical instruction in the
application of military art and basic soldier skills. One-half course credit.

201, 202. Application of Military Science Advanced instruction in topics introduced in the first year.
Participation in operations and basic tactics to demonstrate leadership problems and to develop leadership

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MILITARY SCIENCE

skills. Meets two hours per week each semester.

211. Organization and Management Concepts of organization theory and the principles of management.
Management and leadership relationships are investigated as they apply to the general theory and practice
of the management functions of planning, organizing, staffing, direction, coordination, control, innova-
tion and representation. One-half course credit.

301, 302. Advanced Application of Military Science Emphasis on leadership. Situations require direct
interaction with other cadets and test the student's ability to meet set goals and to get others to do the same.
Students master basic tactical skills of the small unit leader. Meets three hours per week and selected week-
ends each semester. Prerequisite: open only to advanced course cadets.

321. Leadership and Management Principles and techniques of effective leadership, methods of develop-
ing and improving managerial abilities and leadership qualities, and a basic understanding of interperson-
al interactions. Use is made of recent developments in the administrative and the behavioral sciences to
analyze the individual, group, and situational aspects of leadership, and the management of resources. One
course credit. Prerequisite: open only to advanced course cadets.

401, 402. Command and Staff Emphasis is placed on developing planning and decision-making capabil-
ities in the areas of military operations, logistics and administration. Meets three hours per week and select-
ed weekends each semester. Prerequisite: open only to advanced course cadets.

431. Contemporary Problems Seminar Seminars in selected areas emphasizing the interplay of multifari-
ous considerations in exploring the environment of the contemporary American scene, and the position of
the U.S. in the world, Normally seminars will be offered in two major areas:

a. Civil-Military Relations Examines the contemporary U.S. as it relates to the decision-making process
affecting the U.S. military establishment. Emphasis is on the interdependence of military, social, legal,
and ethical considerations in forming policies, as well as the interchange of influence, the military on
society and society on the military. Normally, three problems are examined; these change by semester.
Professors from other departments participate as discussion leaders. One course credit.

b. Comparative National Security Policies Examines the national security policies and postures of the
United States, eastern Europe countries, People’s Republic of China, and selected other nations.
Emphasis is placed on discovering (through independent study, discussion, and common readings) the
features common to all major powers so their differences can be better understood. One course credit.

116

Music

MUSIC

FACULTY

Blake Wilson, Associate Professor of Music, Chair

Lynn Helding, Senior Artist Faculty in Voice

Jennifer Blyth, Assistant Professor of Music

Robert W. Pound, Assistant Professor of Music (on leave Spring 2003)
Richard A. Rischar, Assistant Professor of Music

Blanka Bednarz, Instructor in Music

Lina Bahn, Artist-in-Residence (Corigliano Quartet)

Michael Lim, Artist-in-Residence (Corigliano Quartet)

Melia Watras, Artist-in-Residence (Corigliano Quartet)

Jeffrey Zeigler, Artist-in-Residence (Corigliano Quartet)

CONTRIBUTING FACULTY

Eun Ae Baik-Kim, Staff Accompanist and Instructor in Piano
James Dunn, Woodwinds

Mary Hannigan, Flute

Carolyn Henry, Brass Ensemble

Eric Henry, Tuba and Euphonium

James Hontz, Guitar

Fred Quigley, Jazz Ensemble and Symphonic Band
Michael Schmidt, Cello

Mary Snow, String Bass

Stephen Strawley, Trumpet

Suzanne Thierry, Instructor in Piano

Julie Wagner, Bassoon

David Zygmunt, Percussion

MAJOR

All majors will take a six-course core curriculum including Music 101, 102, 125, 126, 245, 246, plus one
course from Music 351, 352, 353, 354. To complete the major a student may choose from four options:

Music Composition emphasis: 255, 256, 491, 492. The 300-level seminar must be 354 or another sem-
inar by permission of department chair.

Music History emphasis: Two additional courses from 351, 352, 353, 354, and either Music 495 or 496
(senior seminar) by advisement, culminating in a research paper.

Music Theory emphasis: 255, one additional course from 351, 352, 353, 354 and 493 or 494.

Music Performance emphasis: one additional course from 351, 352, 353, 354 and 423, 424 (repertory
and performance), culminating in a senior recital. Majors with this emphasis who wish to apply for study
abroad in the junior year must have their adviser’s permission to pursue the Performance Studies empha-
sis before the end of fall semester, sophomore year.

Note: Permission may be granted by the chairperson to count a course from Music 103 to 111 in all three
emphases.

Performance Studies Fees: for all music majors the half-hour fee is waived, and for all performance stud-
ies majors, the full-hour fee is waived, provided the following conditions are met:

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Music

1. The student must be a declared music major;
2. The student must have completed one course in the core music curriculum (Music 101, 102, 115,
125, 126, 245, 246) AND be preregistered for a second core music course.

MINOR

All minors will take the following courses: Music 101, 102, 125, 126; and two courses in Music History
or Theory numbered above 102, or Music 413, 414.

Co-CURRICULAR PROGRAMS

Brass Ensemble Open by audition to all brass players. The ensemble varies between ten and twenty mem-
bers, rehearses weekly, and performs each semester in formal concert settings, at official college functions,
and in less formal community venues.

Chamber Music Ensembles The music department supports several student chamber music ensembles,
including a brass ensemble and a string quartet. These and other groups perform regularly at monthly
Noonday Concerts.

College Choir A mixed choir open through audition to everyone in the college community. Several major
choral works are performed each year at Dickinson with the College-Community Orchestra. Permission of
the director required.

College-Community Orchestra Open to students and faculty at the college and to instrumentalists from
the surrounding area interested in the performance and study of the best in orchestral literature. Permission
of the director required.

Collegium The Dickinson Collegium consists of a small choir of 24 voices, and small instrumental ensem-
bles that perform in conjunction with the choir. The groups specialize in, but are not limited to, music of
the medieval, Renaissance and Baroque eras. The Collegium performs in a variety of settings, including an
annual Christmas concert in Memorial Hall. The choir rehearses twice a week, and admission is by audi-
tion.

Jazz Ensemble 18 musicians perform classic and contemporary jazz in this group in concerts and for social
occasions. Annual concert with nationally-known guest soloist. Performance at Intercollegiate Jazz Festival
and The Montreux (Switzerland) International Jazz Festival represent recent accomplishments. Membership
is by competitive audition.

Symphonic Band Weekly rehearsal by 50 to 60 instrumentalists interested in the study of quality band lit-
erature of various musical periods. Permission of the conductor is required.

COURSES

100. The Art of Music An introductory course intended for those students with little or no previous
knowledge of music. Representative works from all periods and styles are studied in such a way as to
emphasize the acquisition of permanent listening skills. This course does not count toward the major.

101. History of Music An introductory course for students with some previous music experience provid-
ing training in intelligent listening through chronological discussion and analysis of selected representative

works from the Middle Ages to 1750.

102. History of Music An introductory course for students with some previous music experience provid-
ing training in intelligent listening through chronological discussion and analysis of selected representative
works from the classical period (c. 1750) to the present.

103. 20th-Century Music A survey of the major trends in music during the 20th century. Prerequisite:
100, 101 or 102 or permission of the instructor.

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104. History of Opera A survey of operatic literature from its inception to the present. Prerequisite: 100,
101 or 102 or permission of the instructor.

105. Instrumental Music A discussion of selected topics in instrumental music, e.g., symphonic literature,
chamber music, and keyboard literature. The content of the course will be altered from year to year in order
to provide a diversity of subject matter. Prerequisite: 100, 101 or 102 or permission of the instructor.

106. Music in the United States An introduction to American music from the 18th to the 21st centuries.
An overview of Native American, European, and African musical antecedents will serve as a foundation for
the exploration of American musical genres including sacred and folk music in the colonies, blackface min-
strelsy, Tin-Pan Alley, concert music and opera, Broadway musical, and post WWII popular and art
musics.

107. Biographical Studies A study of the life and works of a major composer, e.g., Bach, Beethoven,
Mozart, or Bartok. The content of the course will be altered from year to year in order to provide a diver-
sity of subject matter. Prerequisite: 100, 101 or 102 or permission of the instructor.

108. American Jazz A study of the roots of jazz in social, cultural and artistic dimensions followed by a
chronological survey of the evolution of jazz styles from the late 19th century to the present. Prerequisite:
100, 101 or 102 or permission of the instructor.

110. Music in England A topics course in the history and performance of music which uses the perfor-
mances of music and the musical settings of London and its environs as part of the study. Taught only in
the Summer Session in England program.

112. The Fundamentals of Music Through Voice A course for students who wish to learn to read musi-
cal notation at sight in the treble and bass clefs and to sing correctly and expressively. The basics of musi-
cal notation in pitch and rhythm are learned using the voice as the instrument. Participants discuss and
practice healthy vocal technique, ear training, sight sing, and rhythmic skills. One-half course.

113, 114. Performance Studies I Private study open to all students who demonstrate some acquaintance
with musical notation, and who should continue to study voice or an instrument at the basic level. One-
half or one course each semester. Prerequisite: permission of the instructor.

115. Fundamentals of Music A hands-on introduction to the fundamentals of music through reading,
writing, listening, singing, and basic keyboard skills. Emphasis is upon the acquisition of musical literacy
grounded in a thorough knowledge of music notation. The course is intended for non-majors with little or
no theory background, and for minors and majors as a preparation for Music 125.

125, 126. Theory of Music I An introduction to the basic materials of music by means of discussion,
analysis, and written exercises, complemented by intensive drill in sight singing, ear training, and keyboard
harmony. Prerequisite: permission of the instructor.

213, 214. Performance Studies II Private study open to students who demonstrate a basic technique, and
who should continue to study voice or an instrument at the intermediate level. One-half or one course each
semester. Prerequisite: 114 and permission of the instructor.

245, 246. Theory of Music II Introduction to the basic materials of music continued. Evolution of chro-
matic harmony in the 19th century and selected techniques in 20th-century music. Increased emphasis is
placed upon stylistic and critical analysis. Prerequisite: 1 26.

255. Techniques of Composition An introduction to various compositional trends which emerged during
the twentieth century. Techniques such as extended chromaticism, modal composition, free atonal coun-
terpoint and serialism, are explored as well as the resources of MIDI (Musical Instrument Digital
Interface). Current notational procedures are examined and practiced. The course concludes with a final
composition project for solo or chamber instrumental or vocal forces. The music department is equipped
with a computer music lab for student use on assignments and projects. Prerequisite: 125 and 126 and per-
mission of the instructor.

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256. Composition Seminar This course explores in depth composition for instruments or voices, and
emphasizes scoring for large ensembles, including orchestra, symphonic band, and chorus. Extended
instrumental techniques are discussed as well as advanced notational procedures. The course concludes
with a final composition project appropriate to one of the college co-curricular ensembles. Prerequisite: 255
or permission of the instructor.

301. Historical Performance Practices Methods, materials and issues involved in the performance of music
prior to 1850. Ornamentation, improvisation, vocal and instrumental tone color and technique, access to
repertory and performing editions. Practical application of concepts. Prerequisite: 100, 101, 102 or per-
mission of the instructor.

313, 314. Performance Studies III Private study open to non-majors and majors with a performance
emphasis, who demonstrate a fully developed technical skill and who should continue study on the
advanced level. May be repeated for credit with the permission of the instructor. One-half or one course each
semester. Prerequisite: 214 and permission of the instructor.

323, 324. Repertory and Performance (Junior Year) Private study for music majors with a performance
emphasis. An upper divisional hearing is required at the end of 323 to determine if the student is prepared
for the junior recital required as part of 324. Prerequisite: 214 and permission of the instructor.

351. Seminar in Medieval and Renaissance Music Studies in selected topics of the history of music from
chant to ca. 1600. Prerequisite: 101 and 126 or permission of the instructor. Offered alternate years.

352. Seminar in Baroque Music Studies in selected topics of the history of music ca. 1600-1750.
Prerequisite: 101 and 126 or permission of the instructor. Offered alternate years.

353. Seminar in Classic and Romantic Music Studies in selected topics of the history of music from ca.
1750 to 1900. Prerequisite: 102 and 126 or permission of the instructor. Offered alternate years.

354. Seminar in Contemporary Music Studies in selected topics of the history of music ca. 1900 to the
present. Prerequisite: 102 and 126 or permission of the instructor. Offered alternate years.

413, 414. Performance Studies IV Private study for non-majors or majors without a performance empha-
sis who will continue study at an advanced level. Prerequisite: 314 and permission of the instructor.

423, 424 Repertory and Performance (Senior Year) A two-semester sequence of private study culminat-
ing in a public senior recital that includes a variety of musical styles and, for vocalists, languages. The cul-
mination of 423 is a research paper on a composer, poet or genre relevant to the recital program. Must be
taken in sequence within the same academic year. Prerequisite: core curriculum, 324, and permission of the
instructor and chair.

491, 492. Senior Seminar in Composition Advanced independent study culminating in the creation of a
substantial composition. The course must be taken as a fall-spring pair of half-credit courses. Open to
seniors majoring in music. Prerequisite: 245, 246, 255 and permission of the chairman of the department
chair.

493, 494. Senior Seminar in Analytical Theory Advanced independent study in musical analysis culmi-
nating in the creation of a major analytical essay. Open to seniors majoring in music. Prerequisite: 245, 246,
the relevant 300-level seminar, and permission of the department chair.

495, 496. Senior Seminar Advanced independent study in music history culminating in a major research
paper. Open to seniors majoring in music. Prerequisite: two courses from 351-354 and permission of the
department chair.

NOTE: Students may withdraw from performance studies courses with a full refund (minus charges for

lessons taken) up to the end of the add/drop period. After the add/drop period, no refund is made.

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PHILOSOPHY

FACULTY

Philip T. Grier, Thomas Bowman Professor of Religion and Philosophy, Chair
Susan M. Feldman, Professor of Philosophy (on leave Spring 2003)

Cyril Dwiggins, Associate Professor of Philosophy

Jessica T. Wahman, Visiting Assistant Professor of Philosophy

CONTRIBUTING FACULTY

Harry D. Krebs, Professor of East Asian Studies

MAJOR

Ten courses, including 120 or 121, 241, 243, either 364 or 373 or 374, and six other courses chosen with
the advice of the department, at least two of which must be at the 300 level, and only one of which may
be taken as independent study. Majors should complete the logic requirement (121) as soon as possible,
and should take 241 and 243 early in the major. For any given term the chairman may designate courses
in other programs which may be counted toward the major in philosophy; express permission of the advis-
er is required in each case.

Declared majors have the right but not the obligation to participate with vote in deciding and imple-
menting departmental policy. Prior to the term in which they exercise this option, majors must have
declared their intention to do so; during that term they must attend department meetings and assist in
departmental business.

MINOR

Six courses chosen with the advice of the department.

SUGGESTED FOUR YEAR PROGRAM

First Year: 111 or 112 or 120 or 121

Second Year: 241, 120 or 121 (if not taken previously), 243, elective in philosophy
Third Year: two electives, 300 level seminar (including appropriate courses taken abroad)
Fourth Year: 364 or 373 or 374, 300 level seminar or independent study/research

INDEPENDENT STUDY

The department supports independent study by its majors, especially as leading to an Honors thesis (see
below). Any student interested in independent study in philosophy should see the appropriate instructor
to negotiate topics, readings, and logistics.

HONORS IN THE MAJOR

Students may complete an honors thesis in their senior year. The thesis is an original piece of philosophi-
cal writing, the product of student research and reflection, written under the guidance of a member of the
department acting as adviser. Usually, students work on the thesis for two semesters senior year, enrolling
in Independent Research (Phil. 500) each semester. Honors are awarded upon successful oral defense of
the completed thesis.

AZ.

—

PHILOSOPHY

INTERNSHIPS

Many students have found ways to combine their philosophical interests with internships, particularly in
areas of applied ethics, law, or public policy. Contact the department chairperson.

OPPORTUNITIES FOR OFF-CAMPUS STUDY
Majors are encouraged to study abroad, at Dickinson programs at UEA or elsewhere. In the past, majors

have studied at universities all over the world: China, Cameroon, France, Australia. Contact the depart-
ment chairperson.

COURSES

111. Introduction to Philosophy An introduction to Western philosophy through an examination of
problems arising in primary sources. How major philosophers in the tradition have treated such questions
as the scope of human reason, the assumptions of scientific method, the nature of moral action, or the con-
nections between faith and reason.

112. Ethics Major theories in terms of which philosophers have tried to make sense of moral problems.
The aims are to expand the student’s understanding of ethical alternatives, to provide models and meth-
ods for thinking about moral dilemmas, and to help formulate and clarify one’s own ethical position.

113. Introductory Topics in Philosophy Introduction to philosophy through the exploration of a specif-
ic topic or problem.

120. Persuading and Arguing The study and practice of forms and methods of argumentation in English.
Students will learn methods of identifying, evaluating, and formulating sound arguments and will learn to
distinguish these from faulty reasoning that may nonetheless appear persuasive.

121. Introductory Symbolic Logic An introduction to the basic concepts and techniques of symbolic logic
through the study of sentential logic and quantificational logic. Focus on symbolizing sentences and argu-
ments, constructing formal proofs of validity, demonstrating validity and invalidity using semantic tech-
niques.

210. Philosophy of Feminism Critical examination of key issues concerning the status and roles of women
and of the developing theories which describe and explain gender-related phenomena and prescribe change
for the future. This course is cross-listed as Women’s Studies 210. Prerequisite: WS 200, one course in philoso-
phy or permission of the instructor.

241. Ancient Philosophy The emergence of logos out of and in tension with Greek mythos. Presocratic
myth. Plato’s myth of Logos. Aristotle’s Logos of ‘Nature’. Retreat from/retreatment of logos after Aristotle.
Prerequisite: a previous course in philosophy or permission of the instructor.

242. Medieval and Renaissance Philosophy The problematic of faith and reason. Universals and univer-
sities. Neoplatonic and Aristotelian schools. Aquinas, Scotus, Ockham. Paganism, politics, and mysticism
in Renaissance thought. Prerequisite: a previous course in philosophy; or History 257; or permission of the
instructor.

243. Philosophy in the 17th and 18th Centuries Origins of the modern tradition in Western philosophy.
Particular emphasis on the problems of method in thinking, the nature and scope of knowledge, the quest
for certainty, and views on the nature of reality. Prerequisite: a previous course in philosophy (241 recom-
mended) or permission of the instructor.

245. Philosophy in the United States Philosophies shaping and shaped by the beliefs and practices of the
American peoples. Sometimes taught historically (Puritans, Federal period, transcendentalism, social ©
Darwinists, pragmatism, contemporary philosophies); sometimes by focusing exclusively on pragmatism

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PHILOSOPHY

and its critics. Prerequisite: a previous course in philosophy or American Studies 201 or permission of the instruc-
tor.

246. Asian Philosophies Characteristics and problems of thought outside the West. Methods of compar-
ative philosophy. Close examination of works and movements within a major tradition (in different semes-
ters: China, India, Japan, Buddhist schools). Prerequisite: a previous course in philosophy or permission of the
instructor.

251. Philosophy of Religion What it means to examine the phenomenon of religion philosophically.
Problems which come to light from such an examination, such as the nature of religious experience, the
relationship of reason and religion, and the meaning of religious language. Emphasis on the variety of
forms in which the phenomenon of religion manifests itself. Prerequisite: a previous course in philosophy; or
major standing in anthropology, sociology, or religion; or permission of the instructor.

252. Philosophy of Art What is a work of art? Inquiries into the nature of art and aesthetic experience and
of the meaning of literature and the arts in one’s own life and the life of a culture. Conversations with local
and visiting artists on special problems. Prerequisite: a previous course in philosophy; or major standing in a
literature, music, or art; or permission of the instructor.

253. Philosophy of Society Ways in which one’s view of human nature, the human good, and the nature
of justice interact in any coherent vision of the structure of a just society. Prerequisite: a previous course in
philosophy or major standing in any of the social sciences.

254. Philosophy of Science Logic and methods of scientific thinking. The impact of science on the con-
temporary world. Conceptions of theories and of observable facts. The rationality of science and of choice
among theories. General questions about knowledge, values, and ultimate beliefs as they relate to the sci-
entific enterprise. Prerequisite: a previous course in philosophy or major standing in mathematics or any of the
natural sciences.

255. Philosophy of Law Fundamental problems such as the nature of law, the justification of legal author-
ity, the relationship between legality and morality, the nature of judicial decision-making, theories of pun-
ishment, and issues involved in civil disobedience. Prerequisite: a previous course in philosophy or major
standing in political science.

261. Intermediate Topics in Philosophy Examination of specific problem, author, text, or movement,
Prerequisite: a previous course in philosophy, major standing in a field relevant to the subject matter, or permis-
sion of the instructor.

364, Major Texts in 19th-Century Philosophy A seminar centered on a major text or texts of significant
19th century philosophers such as Hegel, Kierkegaard, Marx or Nietzsche. Prerequisite: two courses in phi-
losophy or permission of the instructor.

373. Major Texts of Twentieth-Century Continental Philosophy A seminar concentrating on a single
major text or a series of texts representing significant movements in continental European thought since
1900, such as phenomenology, existentialism, structuralism, or deconstruction. Typical foci: Husserl,
Heidegger, Sartre, Merleau-Ponty, or Derrida. Prerequisite: 243 and at least one other course in the depart-
ment, or permission of the instructor.

374. Major Themes of Twentieth-Century Analytic Philosophy A seminar critically examining selected
key themes in twentieth century Anglo-American philosophy; e.g., the primacy of logic and science, nat-
uralism vs. Anti-naturalism in ethics and epistemology, the distinctions between language and fact, and
facts and values, the Cartesian model of the mind, in the texts of such authors as Wittgenstein, Russell,
Carnap, Quine. Prerequisite: 243 and at least one other course in the department, or permission of the instructor.

382. Theories of Knowledge Conceptions of knowledge and its limits, and of the nature and possibility
of truth. Prerequisite: two previous courses in philosophy or permission of the instructor. Offered every other year.

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PuHiLosopHy/PHyYsICAL EDUCATION

383. Theories of the Real Conceptions of what is ultimately real, together with discussions of the nature
and limitations of such conceptions. Prerequisite: two previous courses in philosophy or permission of the
instructor. Offered every other year.

384. Theories of Value Examination of the nature and logic of values and evaluations. Sources, scope, and
rationality of values. Connections between values and facts. Prerequisite: two previous courses in philosophy
or permission of the instructor. Offered every other year.

385. Theories of History Speculative philosophies of history which have significantly influenced the shape
of Western thought; history of the idea of history. Other topics include the problem of historical explana-
tion, and the notions of historical cause and progress. Prerequisite: two previous courses in philosophy or per-
mission of the instructor. Offered every other year.

391. Seminar Ordinarily limited to majors or others with a strong background in philosophy. Recent top-
ics have included: Kant’s First Critique, Hegel’s Phenomenology, Postmodern Feminism, Philosophy and
Film. Prerequisite: Two prior courses in philosophy or permission of the instructor.

Philosophy Colloquium. Informal colloquium bringing the department faculty and students together for
discussions of contemporary issues in the field, usually based on selections from recent work or on pre-
sentations by visiting speakers.

PHYSICAL EDUCATION

FACULTY

Leslie J. Poolman, Chair of Department of Physical Education, Director of Athletics

Julie A. Ramsey-Emrhein, Senior Women’s Athletic Administrator, Athletic Trainer

Robert H. Shank, Physical Educator, Head Athletic Trainer

Donald J. Nichter, Physical Educator, Men’s and Women’s Cross Country Coach, Director of
Recreational Sports

Joel M. Quattrone, Physical Educator, Associate Athletic Director, Director of Physical Education
Facilities, Assistant Football Coach

Darwin P. Breaux, Physical Educator, Head Football Coach, Head Men's Golf Coach

David N. Frohman, Physical Educator, Head Men’s Basketball Coach (on partial leave 2002-03)

Paul L. Richards, Physical Educator, Director of Aquatics, Head Men’s and Women’s Swim Coach

Brenda T. Clements, Physical Educator, Head Women’s Volleyball and Assistant Women’s Softball
Coach

Michelle L. Copley, Physical Educator, Head Women’s Soccer Coach and Assistant Track and Field
Coach

Alison H. Risser, Physical Educator, Head Women’s Field Hockey Coach and Assistant Women’s
Lacrosse Coach

Devonna D. Williams, Physical Educator, Head Women’s Basketball Coach

John W. Hartpence, Physical Educator, Head Men’s and Women’s Indoor and Outdoor Track and Field
Coach

Alison Marie Gardiner, Physical Educator, Athletic Trainer

THE PHYSICAL EDUCATION REQUIREMENT FOR GRADUATION IS AS FOLLOWS:

Satisfactory completion of four half-semester blocks of physical education: either four fitness activity blocks
or three fitness activity blocks and one cognitive physical education block.

NOTE: No student will be able to repeat a block unless permission is received from the Chair of the

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PHYSICAL EDUCATION
Department. Every student must complete the physical education requirement unless excused in writing
by the Chair of Physical Education.
Intercollegiate Sports Participation can count for a maximum of two blocks (one per year).

Club Sport Credit Participation can count for a maximum of two blocks subject to club approval by the
Department of Physical Education.

ROTC Participation can count for a maximum of two blocks (one block after two years participation and
a second prior to graduation).

FITNESS OFFERINGS

Active Games Aerobic Activities Aerobic Exercises
Step Aerobics Appalachian Trail Hiking Cross Country Skiing
Hydro Aerobics Jogging Biatholon
Triatholon Strength Training Road Racing
Rope Skipping In-line Skating Fitness Swimming
Tennis Squash Badminton
Golf Racquetball Rock Climbing
Scuba Diving Beg./Int. Swimming Mountain Biking
Ballroom Dancing Self Defense/Karate Alpine Skiing
Modern Dance Jazz Dance Beg./Int. Yoga
Snorkel Diving Tai Ji Quan Basketball
Floor Hockey Soccer Volleyball
Team Handball Folk Dance Power Lifting
Water Polo Beg./Adv. Fencing Ballet
Fitness Walking Fitness Swimming
COGNITIVE OFFERINGS
Prevention & Care of Truly Living Nutrition
Athletic Injuries First Aid/CPR Lifeguard Training
Water Safety Instruction Principles of Coaching Learning Through Adventure
(WSD Experiences

125

Puysics & ASTRONOMY

PHysIcs & ASTRONOMY

FACULTY

John W. Luetzelschwab, Professor of Physics

T. Scott Smith, Professor of Physics and Astronomy

Robert J. Boyle, Associate Professor of Physics and Astronomy (on leave Spring 2003)

Hans Pfister, Associate Professor of Physics, George Wesley Pedlow Chair of Pedagogy, Chair
Windsor A. Morgan, Jr., Associate Professor of Physics and Astronomy, Director Kanev Planetarium
David P. Jackson, Assistant Professor of Physics

Kerry P. Browne, Visiting Assistant Professor of Physics

MAJOR

A physics major consists of a minimum of 10 courses, usually four core courses, at least four electives, and
two courses of research during the senior year. Students should be aware that most physics courses have
mathematics corequisites and/or prerequisites, as listed in the course description. Courses above the 200
level typically require a facility with multivariate calculus (normally requiring completion of three courses
in mathematics). Each student majoring in physics is expected to acquire a basic knowledge of classical and
modern physics by taking a core sequence consisting of two semesters of workshop physics (131, 132 or
141, 142) followed by 211 and 212. Students will then select at least four elective courses tailored to their
preparation, interests, and goals. At least two of these must be at the 300 level or above. All physics majors
not enrolled in a 3-2 engineering program must complete the senior research sequence 491, 492. In gen-
eral the introductory courses intended primarily for non-science majors, Life in the Universe (105),
Introductory Astronomy (109, 110 or 107, 108) and Meteorology (102) may not be applied towards a
physics major.

MINOR IN PHYSICS

A physics minor is expected to acquire a basic knowledge of classical and modern physics by taking six of
the department’ course offerings, including a two semester workshop physics sequence (131, 132 or 141,
142) and 212. The remaining three courses required for the minor must be at or above the 200 level. A
student may not apply courses used to fulfill the requirements of a minor in physics to fulfill the require-
ments of a minor in astronomy.

MINOR IN ASTRONOMY

While no major exists in astronomy, options are available for students who wish to add an astronomy
minor to a physics major, to a major in a related natural science (mathematics, computer science, chem-
istry or geology, for example), or who wish to add an astronomical perspective to a major in any other field.
The minor consists of at least six regularly offered courses, independent study, independent research or
internship credits offered by the Department of Physics and Astronomy. For students who are not physics
majors, three of these six must be in astronomy or astrophysics. Physics majors who also wish to minor in
astronomy must take at least five courses beyond the ten physics courses required for the major, at least
four of which must be in astronomy or astrophysics.

HEALTH PHYSICS

Health physics is the field of study concerned with radiation safety in nuclear power plants, hospital radi-
ation facilities, and research institutions and industrial facilities that use radioactive materials.

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The Dickinson Physics and Astronomy Department offers courses and laboratories that prepare a student
to enter this field. Physics 315 and 316 or laboratory project courses that introduce the student to the field
of health physics. These courses are taught either as a regular course or as an independent study depend-
ing on the number of students enrolled. Physics 317 is a half-course laboratory that explores laboratory
techniques in more detail. Generally a student does an internship at a nearby research hospital.
Independent studies are available in environmental, medical, and nuclear power plant health physics.

SUGGESTED FOUR YEAR PROGRAM

First Year: 131, 132; Mathematics 161, 162 or 151, 152

Second Year: 211, 212, 213, 282; Mathematics 261, or 162 and 261

Third Year: four 300-level courses including 311 and 312
Students planning to do graduate study in physics, astronomy or engineering need to include 311 and
312. Students not planning to do graduate study in physics or engineering, options include 315, 316,
313 and 361 as offered.

Fourth Year: 491, 492; 412, 431

Students planning to do graduate study in astronomy need to additionally take 208, 306, and 406.

204 taught at the University of Bremen has the prerequisites 131, 132 and German 101 and 104.

TEACHER CERTIFICATION

For information, see the Director of Teacher Education.

INDEPENDENT STUDY AND INDEPENDENT RESEARCH

Independent study and research is strongly encouraged by the department. Independent research projects
are readily available in the two areas of continuing laboratory research: radiation physics, plasma physics,
pattern formation, and astrophysics. Independent research students have often published papers and/or
given talks at physics and astronomy meetings. Students planning on graduate study are encouraged to do
independent research during the senior year, in addition to the required senior research 491, 492.

HONORS IN THE MAJOR

The research topic pursued in the senior year in the 491, 492 Research Seminar may be extended into an
honors project with an in-depth paper and an oral defense before the physics faculty.

COURSES IN ASTRONOMY

NOTE: Because of the similarity in course content, students will not receive graduation credit for both of
the following pairs: 107 and 109, 108 and 110.

105. Life in the Universe A comprehensive study of the astronomical possibilities of extraterrestrial life
including a brief survey of the universe, conditions necessary for life, and astronomical observations
(including UFOs) which support or deny the premise that life in the universe is a common phenomenon.

Offered in summer school only.

107, 108. Astronomy Similar to 109, 110 described below, but without laboratory work. 107 and 108
will not count toward major requirements in physics and will not satisfy the laboratory science distribution
requirement.

109, 110. Astronomy Introduction to the modern concepts of the physical nature of the astronomical uni-
verse. First semester: historical development of astronomical ideas and origin and evolution of the solar sys-
tem. Second semester: cosmology and the structure and evolution of the stars and galaxies. A terminal lab-

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PHysiIcs & ASTRONOMY

oratory course for non-science students. Three hours classroom, one two-hour laboratory a week. This course
will not count toward major requirements in physics, but will satisfy the laboratory distribution requirement.

COURSES IN PHYSICS

NOTE: Because of the similarity in course content, students will not receive graduation credit for both of
the following pairs: 102 and 202, 131 and 141, 132 and 142.

102. Meteorology The physical basis of modern meteorology: characteristics of atmospheric motions,
clouds, and weather systems; methods of weather observation and forecasting; meteorological aspects of air
pollution. Does not count toward a physics major. (See also Physics 202.)

*131, 132. Introductory Physics An introduction to basic physics topics using the workshop method. This
method combines inquiry-based cooperative learning with the comprehensive use of computer tools for
data acquisition, data analysis and mathematical modeling. Kinematics, Newton's Laws of motion, con-
servation laws, rotational motion, and oscillations are studied during the first semester. In the second
semester topics in thermodynamics, electricity, electronics and magnetism are covered. Additional topics
in chaos or nuclear radiation are introduced. Basic calculus concepts are used throughout the course.
Recommended for physical science, mathematics, and pre-engineering students and for biology majors
preparing for graduate study and for students who wish to satisfy the two-semester, lab science sequence
distribution requirement. Three two-hour sessions per week. Prerequisite: Completion of, or concurrent reg-
istration in, Mathematics 151, 152 or 161. (Students enrolled in Physics 132 who have completed Mathematics
161 are encouraged to continue their mathematics preparation while taking physics by enrolling in Mathematics
162.)

*141, 142. Physics for the Life Sciences Introductory, non-calculus physics, principally for life science and
pre-med students. Topics include mechanics, thermodynamics, acoustics, optics, electricity, magnetism,
and modern physics. Three two-hour workshop sessions a week. Please read Note.

202. The Physics of Meteorology The physical basis of meteorology, characteristics of atmospheric
motion, clouds and weather systems. The course deals with current weather as determined by observation,
local weather instruments, and current data and displays obtained from computer networks. Similar to
Physics 102, but with additional emphasis on mathematical analysis of physical atmospheric systems.
Prerequisite: 131 or 141 or permission of the instructor.

208. Introductory Astrophysics An introduction to the physical basis of astronomy, including discussion
of the creation and evolution of the solar system, the stars, and galaxies, Astronomical measurement and
units, and dynamical systems, such as binary star systems and star clusters, will be discussed. Similar to
Physics 108 or Physics 110, but with additional emphasis on mathematical analysis of astrophysical phe-
nomena. Prerequisite: 131 or 141 or permission of instructor.

211. Vibrations, Waves, and Optics The physics of periodic motions, oscillating systems, resonances,
propagating waves and optical phenomena. The course is centered around various projects such as the
investigation of a car suspension system, the study of a tuned-mass-damper in a high-rise building, the
quality factor of an osteo-arthritic knee joint, and an examination of the Fourier spectrum of different
musical instruments. Prerequisite: 131 and 132 or 141 and 142, and Math 161 or Math 151 and 152 or
permission of the instructor.

212. Medical & Radiation Physics A project-based course studying atomic and nuclear physics as they
apply to medical and health physics. Projects, including the detection and measurement of ionizing radi-
ation, investigation of Magnetic Resonance Imaging, radioactive decay, and radiation dosimetry, are used
to understand the concepts of the atom, nuclear structure, quantum mechanics, and relativity. Prerequisite:
132 or 142, and Math 162 or permission of the instructor.

213. Analog and Digital Electronics Circuit design and the analysis of electronic devises. Modern digital
and analog circuit elements, including diodes, transistors, op amps, and various integrated circuits, are used

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in amplifiers, power supplies, and logic circuits. Class and laboratory work are integrated during class time
totaling up to seven hours per week. Students design and build projects at the end of the semester.
Prerequisite: 132 or 142 or permission of the instructor.

282. Introduction to Theoretical Physics A project-centered approach to topics in theoretical physics.
Projects will be selected to motivate a review of multivariable calculus and then stimulate the investigation
of a number of mathematical tools including the nabla operator, Gauss’ and Stokes’ theorem, Legendre and
Bessel functions, and Fourier analysis. The applications of some topics in linear algebra and the theory of
functions of a complex variable may also be examined. Prerequisite: 211 or permission of the instructor.
Corequisite: Mathematics 261 or permission of the instructor.

306. Intermediate Astrophysics A project-based course in selected areas of astrophysics closely allied to the
development of the physical sciences in the twentieth century, including atomic spectroscopy, stellar
atmospheres and stellar magnetic fields, nuclear reactions, energy generation and nucleosynthesis in stars;
the structure and evolution of planetary surfaces and atmospheres. Prerequisite: 211, 212 or permission of
the instructor.

311. Dynamics & Chaos A project-oriented study of advanced classical mechanics using vector calculus
and including an introduction to the analysis of chaotic systems. Topics include particle dynamics in one,
two and three dimensions; harmonic oscillators and chaos theory; central force motion; collisions and con-
servation laws; rigid body motion; and rotating coordinate systems. Examples of projects include projec-
tile motion with air resistance; motion of a chaotic pendulum; computer simulation of gravitational orbital
transfers; and the vibration modes of a baseball bat. Prerequisite: 211 or permission of the instructor.
Corequisite: 282 or permission of the instructor.

312. Electrodynamics and Plasmas A project-oriented study of electrostatics, magnetostatics, and electro-
dynamics in vacuum, in dieletrics, and in plasmas. Vector calculus and computer programming are used
throughout this course. Examples of projects include the experimental study of the electrostatic fields of
capacitors in air and in dielectrics, mapping of magnetic fields, and charged particle motion in a variety of
electric and magnetic field configurations. Prerequisite: 211 and 212 or permission of the instructor.
Concurrent enrollment or prior completion of 282 or permission of the instructor.

313. Microcomputer Interfacing A study of the electronics necessary to understand an example of the
interface between the digital world of the computer and the outside world of variable quantities. Digital
recording is one such example, including audio frequency signal amplification, conversion of information
to digital form, interfacing to the computer, manipulation and storage of information, and output inter-
facing, along with the computer programming necessary. Prerequisite: 213 or permission of the instructor.
Offered every two years.

314, Energy & Environmental Physics A project-oriented approach to the study of the thermodynamics
of fossil fuel engines and devices, the physics of solar and other alternative energy sources, energy conser-
vation principles, the physics of nuclear fission reactors and nuclear fusion research, the physics of the
atmosphere, air pollution, global climate change, and ozone depletion. Examples of projects include: ener-
gy conservation analysis, and the design, construction and testing of modern wind turbines or solar ener-
gy sources. Prerequisite: 131 and 132 or 141 and 142, and 212 or permission of the instructor. Offered every
two years.

315, 316. Health Physics A project-based course studying the effects of ionizing radiation and methods of
calculating radiation dose. Projects, including radon studies, statistics experiments with radiation, neutron
activation, and radiation dosimetry, are used to study topics such as the build-up and decay of radioactive
nuclei, internal dosimetry, external protection, and nuclear instrumentation. The areas covered in Physics
212 are extended to include radiological safety in nuclear power plants, hospital, and research facilities
Prerequisite: 212 and Mathematics 162 or permission of the instructor. Two courses. Offered every two years.

317. Nuclear and Health Physics Laboratory Basics of nuclear and health physics instrumentation. Topics
include pulse counting; use of multichannel analyzer; alpha, beta, and gamma detection; TLD dose mea-

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surements, counting statistics; neutron activation; environmental radiation detection; decontamination;
and shielding. Prerequisite: 212 and Mathematics 162 or permission of the instructor. One-half course. Offered
every two years.

361. Topics in Modern Physics Topics to be selected from areas such as atomic, nuclear, plasma, or solid
state physics, or modern optics and acoustics, or advanced electronics. Prerequisite: 211 and 212. One-half
or one course.

392. Physics Seminar Student reports and discussions on several topics in contemporary physics. Emphasis
is on the development of bibliographic skill, seminar presentation and report-writing techniques, as well
as increasing the breadth and depth of the student's knowledge of recent research. Prerequisite: 232 and
permission of the instructor. One-half course.

406. Advanced Astrophysics A project-based course in selected areas of astrophysics. Topics selected from
areas of astronomy and astrophysics that require a background in dynamics and electromagnetism. Topics
may include celestial mechanics and orbit determination, numerical simulation of many-body systems,
galactic dynamics, spectroscopy and electrodynamics of the interstellar medium, or general relativity and
cosmology. Prerequisite: 311, 312 or permission of the instructor.

412. Laboratory and Space Plasmas A continuation of the topics covered in Physics 312 with an empha-
sis on electromagnetic waves in air, in conductors, and in space plasmas. Projects include the study of elec-
tromagnetic waves in waveguides, plasma waves in space, electromagnetic radiation from antennas, and the
equilibrium and stability of plasmas. Prerequisite: 312 or permission of the instructor.

431, Quantum Mechanics Basic postulates are used to develop the theoretical framework for quantum
mechanics. The course deals with measurements on quantum systems, the uncertainty principle, the
Schrédinger wave equation and the probability interpretation, Heisenberg’s matrix mechanics, eigenfunc-
tions and eigenvalues, finite and infinite dimensional vector spaces, operator methods, and enables stu-
dents to use the Dirac formalism for quantum mechanical manipulations for a variety of situations and
systems. Prerequisite: Permission of the instructor.

432. Topics in Theoretical Physics Intended for students planning to continue their physics education in
graduate school. Topics will include those mathematical and theoretical subjects not covered in earlier
courses taken by the particular students enrolled. Prerequisite: At least seven previous courses in physics or per-
mission of the instructor. Offered every two years.

491, 492. Senior Research Seminar Integration of theory and experiment in the conduct of research in
contemporary physics or astrophysics, normally conducted in groups. The course emphasizes collaborative
research, investigative techniques, and oral and written communication, and culminates in a colloquium
presentation and a paper. Prerequisite: Physics major senior status. The two semester sequence (or 491 +
Independent Research for candidates for honors in the major) are required for the major. Two courses.

The following course is offered in Bremen, Germany:

204. The Fourth State of Matter - An Introduction to Plasma Physics The fact that more than 99% of
the visible universe is in the plasma state certainly warrants a thorough study of this 4th state of matter.
This course explores a variety of space plasmas, ranging from intergalactic plasmas to the very local effect
of the solar wind plasma on aurora, global communication systems and power grids. Students investigate
the large spectrum of laboratory plasmas, and study numerous plasma applications from Plasma TV's plas-
ma processing to plasma propulsion and encounter the present day difficulties fusion researchers face in
harnessing the ultimate energy source for humankind. Spreadsheet simulations are used to visualize intri-
cate plasma particle trajectories in a variety of electric and magnetic field configurations. Prerequisite: 131
e 132 and German 101 & 104. Offered every two years.

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Po.icy STUDIES

POLICY STUDIES

CONTRIBUTING FACULTY

Mara E. Donaldson, Professor of Religion (on leave 2002-03)
Susan M. Feldman, Professor of Philosophy (on leave Spring 2003)
James M. Hoefler, Professor of Political Science, Coordinator
Nicola Tynan, Assistant Professor of Economics

Kristin Skrabis, Part-time Assistant Professor of Economics

MAJOR

Thirteen course credits:

Two prerequisite courses (POLSC 120 and ECON 100/111) and 11 course credits in the categories below
(including a one course credit internship).

Only two of the courses in the major are taught by faculty directly connected with the Policy Studies pro-
gram. They are a two-credit foundations course and a one-credit senior seminar. The rest of the courses
taken for the major will come from the course offerings in the various departments at the college, selected
by the student in consultation with the student's adviser. The normal way to proceed through this major
is to complete the two prerequisite courses, take the foundations course, fill in the major with appropriate
electives, and finally finish with the senior seminar.

Acceptance as a major requires satisfactory completion of the prerequisite courses and foundations course
by the spring semester of the sophomore year and approval by the Steering Committee. Normally, no more
than four courses (the two prerequisite courses and two other courses) can be taken for credit toward this
major prior to completing the foundations course.

Students working on a double major must work closely with their Policy Studies adviser in planning their
major to insure that it constitutes a major substantially different in content from their second major.
Normally, more than a three course overlap with the second major will require special consultation with
the Steering Committee.

Substantive Concentration: (at least three courses and an internship in one of the following areas agreed
upon by the major adviser and the student candidate).

1. Issues in the Public Sector: e.g., health, education, welfare, income security, transportation, civil rights,
minorities, criminal justice, mass media. Examples of courses that students might take in this area
include: Economics 344 (Public Finance), Economics 214 (A Contemporary Economic Issue), and
Political Science 222 (Public Policy Analysis), and most other Political Science courses.

2. Issues in the Private Sector: e.g., resource allocation in market economies, industry organization and
industrial performance, labor problems. Examples of courses that students might take in this area
include: Economics 350 (Industrial Organization and Public Policy), Economics 353 (Economics of
Labor), and Economics 347 (Money and Banking), and most International Business & Management
courses.

3. Resource Management: e.g., energy, environment, population, oceans, science and technology.
Examples of courses that students might take in this area include: Environmental Studies 131, 132
(Environmental Science), Economics 222 (Environmental Economics), and Geology 131, 132 (Physical
and Historical Geology).

4. International Affairs: e.g., trade, finance, development, foreign and defense policy, comparative public
policy. Examples of courses that students might take in this area include: Political Science 170

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PoLicy STUDIES

(International Relations), History 382 (Diplomatic History of the US), and Economics 348
(International Economics).

Structural Context Courses (at least one): Courses offered in various departments which emphasize the
organizational and structural processes through which decisions are made and which complement the stu-
dent’s concentration. Examples include: Economics 112 (Introductory Macroeconomics), Political Science
220, 221 (Constitutional Law I and II), and Political Science 150 (Comparative Politics).

Quantitative Reasoning (at least one): Courses offered in various departments which deal with the tools
of critical thinking that are needed to understand, conduct, communicate the results of, and assess policy
analyses that are grounded in numerically based data. Examples include: Math 120 (Quantitative
Reasoning) and Math 121 (Elementary Statistics), Political Science 239 (Research Methods), and
Economics 474 (Econometrics).

Ethics and Culture (at least two; one Ethics course and one Culture course): Courses offered in various
departments which deal with the ethical and cultural dimensions of decision-making, as follows:

Ethics: Students are required to take at least one course directly concerned with ethics, such as Philosophy
112 (Ethics), Philosophy 253 (Philosophy of Society), Philosophy 255 (Philosophy of Law), Religion 218
(War and Western Values), Religion 314 (Topics in Religious Ethics), or Environmental Studies 111
(Environment, Culture and Values). Note: prospective majors are encouraged to take the ethics course,
within their first three semesters, if possible.

Culture: Students are required to take at least one course which studies one or more cultures in terms of
their respective value assumptions, such as American Studies 200 (Aspects of American Culture), American
Studies 202 (Workshop in Cultural Analysis), Anthropology 215 (Anthropology of Political and Legal
Systems), or Religion 110 (Religion and Modern Culture).

SUGGESTED FOUR YEAR PROGRAM

First and Second Years: Political Science 120 and either Economics 100 or 111 (required before Policy
Studies 200); and an ethics course during the first three semesters (e.g.: Philosophy 112, 253, 255; Religion
218, 314; Environmental Studies 111); Policy Studies 200 (spring, sophomore year)

Third and Fourth Years: Courses to fill the major; internship, and senior seminar

HONORS IN THE MAJOR

The Policy Studies Program offers students the opportunity to graduate with honors in their major. To earn
Honors, a student must undertake two semesters of independent research beginning in the seventh semes-
ter of study and culminating with a presentation and defense before the Policy Studies Steering Committee
at the conclusion of the eighth semester of study. The grade on the independent research will be deter-
mined by the student's research adviser, while the decision to grant honors will be decided by the Steering
Committee based on the presentation and oral defense. The two course credits earned for the independent
research may be used to count toward the 11 credit core.

To participate in the honors program, a student must submit a research proposal to the Policy Studies
Steering Committee no later than one week after the start of the student's seventh semester. Part of this
proposal must be an explanation of how the independent research fits into the student's Policy Studies
major. Upon approval of the proposal, the student will be allowed to register for the independent research.

INTERNSHIP

eT ————————————————

The internship experience will be related to the student's substantive concentration. All internships must
be approved by the major adviser, although students may work with any faculty member at the college as
their internship adviser.

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(COURSES

200. Foundations Course This course is required for entry into the Policy Studies major. It is a two-cred-
it, team-taught course (participants are from economics, political science, and philosophy or religion)
offered every spring semester. This course focuses on the economic, political, and cultural constraints on
the process of policy making and implementation, as well as the ethical values that policies promote. The
cornerstone of this course are research projects that focus on the formulation of policy responses to signif-
icant social problems. Prerequisite: Political Science 120 and Economics 100 or 111.

350. Selected Topics in Policy Studies The analysis of various topics and issues related to policy studies.
The content of the course will reflect the interests and expertise of faculty and the needs of students.

401. Senior Seminar A seminar in selected topics. Required of senior majors.

POLITICAL SCIENCE

FACULTY

J. Mark Ruhl, Glenn E. and Mary L. Todd Professor of Political Science

David Strand, Charles A. Dana Professor of Political Science (on leave 2002-03)

H. L. Pohlman, A. Lee Fritschler Professor of Public Policy and Professor of Political Science, Chair

Russell Bova, Professor of Political Science

James M. Hoefler, Professor of Political Science

Stephanie Greco Larson, Associate Professor of Political Science

John S. Ransom, Associate Professor of Political Science

Stephanie Anderson, Assistant Professor of Political Science and International Studies

Andrew Rudalevige, Assistant Professor of Political Science

Neil J. Diamant, Assistant Professor of Asian Law and Culture

Marc A. Papé, Assistant Professor of French and Part-time Assistant Professor of Political Science

MAJOR
Ten courses, including Political Philosophy (180), American Government (120), International Relations
(170), any course in Comparative Politics (150, 250, 251, 252, 253, 254, 255, 256, 257, 270, and, when

appropriate, 275, 276, 190, 290), and a 390 seminar. This seminar is normally to be taken on campus. No
course may be taken Pass/Fail. Normally five courses must be taken in residence.

MINOR

Six courses. Course work submitted for the minor must be from at least four of the subfields: political the-
ory, American politics, comparative politics, and international relations.

TEACHER CERTIFICATION

For information, see the Director of Teacher Education.

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POLITICAL SCIENCE

INDEPENDENT STUDY OR RESEARCH AND INTERNSHIPS

Many majors take courses in independent study and research, as well as internships. A major will receive
political science credit for one internship (if taken for academic credit) if the subject matter is within the
field of political science and if the academic adviser is a full-time member of the Political Science depart-
ment, a faculty member of a Dickinson overseas program, or a faculty member of an off-campus program
with which Dickinson College is affiliated. A major may petition the chair to count an additional intern-
ship as a political science course. A major will receive political science credit for all courses of independent
study (or research) if supervised by full-time members of the Political Science department. A student may
petition the chair to count an independent study supervised by any other individual. If students have any
questions about receiving political science credit for internships or independent studies, they should con-
sult the chair.

HONORS IN THE MAJOR

The honors in the major option involves one semester of independent research in the spring of the senior
year leading to a defense of a major project before the political science faculty at the end of the spring
semester. Candidates interested in pursuing honors in political science must obtain a faculty supervisor
during the fall semester and submit an annotated bibliography and a well-developed thesis statement
explaining the project’s goal by December 1. A grade point average of 3.50 in the major and 3.25 overall
are required to undertake an honors project. Students who plan to complete the honors option are strong-
ly encouraged to take POLSC 239: Research Methods, in their junior year.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

Majors may apply to spend: (1) their junior year in Bologna, Italy, as students at Dickinson's Nilsson
Center for European Studies specializing in European and International Studies, or (2) in Washington,
D.C. in The Washington Center Program specializing in a wide variety of programs, such as American
Government, Justice, Foreign Policy, and International Development. Please see the appropriate coordina-
tor for these and many other off-campus study possibilities.

COURSES

Petter

The following courses are grouped according to the four major subfields of political science: political the-
ory, American politics, comparative politics, and international relations. Introductory and intermediate
courses are numbered in the 100s; advanced courses are numbered in the 200s. Within the 100 and 200
ranges, numbering sequences reflect subdivisions of the field, not level of difficulty.

POLITICAL THEORY

180. Political Philosophy An introduction to the history of Western thought on the problems of the pos-
sibility of knowing political justice and creating a just polity. Major texts from the tradition will be dis-
cussed.

202. Recent Political Thought An introduction to the political thought of the 20th century focusing on
the works of Weber, Freud, Dewey, Strauss, and others. Prerequisite: 101 or permission of the instructor.

205. American Political Thought An historical exposition of the ideals of American political culture.
Concepts that will be addressed include natural law, liberty, constitutionalism, democracy, equality, and
privacy. Prerequisite: 120 or permission of the instructor.

207. Marxist Political Thought An examination of the political philosophy of Karl Marx, Lenin, Trotsky,
and others within the tradition of Marxist scholarship and politics. Prerequisite: 101 or permission of the
instructor.

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POLITICAL SCIENCE

AMERICAN POLITICS

120. American Government A basic introductory course in American federal government which empha-
sizes its structure and operation. Special attention is given to the executive, legislative, and judicial processes.

220, Constitutional Law I An analysis of constitutional adjudication in the areas of separation of powers,
federalism, and economic rights. Special emphasis is placed upon the idea of a written constitution and the
role that judges play in our constitutional system. Topics include Watergate, war powers, and legislative
veto. Prerequisite: 120 or permission of the instructor.

221. Constitutional Law II An exploration of American constitutional rights. Both historical develop-
ments and contemporary issues are addressed. Topics include racial and sexual equality, affirmative action,
seditious speech, and school prayer. Prerequisite: 120 or permission of the instructor.

222. Public Policy Analysis The purpose of this course is to acquaint students with the concepts embraced
in policy analysis and the methods employed by those individuals who study and analyze public policy. It
is designed not only to provide a working knowledge of technique but also a knowledge of the intellectu-
al support for that technique. Some emphasis will be placed upon the economic approach to public poli-
cy and the implications of that approach. Prerequisite: one course in political science or economics.

231. Public Administration An analysis of the organization and functioning of the national bureaucracy
in a democratic society. Special attention is given to presidential management, theories of organization,
independent regulatory agencies and bureaucratic pathology, financial and personnel administration, and
administrative responsibility. Prerequisite: 120 or permission of the instructor.

241. Women and Blacks in American Politics Have women and blacks achieved political equality in
America? How have racism and sexism gotten in the way? This course will examine women and blacks in
the political process by studying their social movements, interest groups, public opinions, and representa-
tion in government. Special attention will be paid to issues which impact women and blacks (such as affir-
mative action and abortion). Prerequisite: 120 or permission of the instructor.

242. Political Behavior Cultural, social, and psychological factors which contribute to forms and direc-
tions of political behavior. Special attention is given to American voting behavior, ethnic political behav-
ior, and personality influences on politics. Field surveys are undertaken to illustrate contemporary trends.
Prerequisite: 120 or permission of the instructor.

243. Mass Media and American Politics Examines the causes, content, and consequences of political news,
primarily focusing on television. It will explore the ways in which audience characteristics, organizational
routines, and professional socialization influence the style and substance of the news. The content of news
will be analyzed for: the three branches of government, war, foreign governments, crises, and presidential
campaigns. The impact of the media on political behavior will also be discussed. Content analysis will be
used by students to systematically analyze television network news. Prerequisite: 120 or permission of the
instructor.

244. Public Opinion Examines the origins, nature, and impact of public opinion in the United States. The
ways that the public’s attitudes are shaped and used by interest groups, politicians, and the mass media will
be discussed. Methods of measuring public opinion, with special attention to polling, will be studied.
Prerequisite: 120 or permission of the instructor.

245. Political Parties and Interest Groups A study of the functions, structures, and operations of American
political parties and interest groups. Special attention is given to the techniques of running a campaign for
office, to the role of the media in superseding American parties, and to the interactions of government with
the two largest “interest groups”: business and labor. Prerequisite: 120 or permission of the instructor.

246. The Legislative Process An analysis of the legislative branch of government, especially Congress.
Emphasis is placed upon the legislature as a social system, the decision-making process, the interrelation-
ships with the political parties and interest groups, the executive and the judiciary. Prerequisite: 120 or per-
mission of the instructor.

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POLITICAL SCIENCE

247. The American Presidency An in-depth analysis of the nature and significance of “the Man” and “the
Office,” including constitutional development, presidential roles and customs, the recruitment process, the
executive branch, and the politics of the presidency. Prerequisite: 120 or permission of the instructor.

248. The Judiciary A study of the structure and the processes of the American judiciary. The adversarial
system, plea bargaining, sentencing, and legal reasoning are all examined. Special attention is given to the
federal judiciary, especially the Supreme Court. Prerequisite: 120 or permission of the instructor.

249, American Federalism This course examines the practical policy consequences of America’s constitu-
tional alliance between 50 state governments and the general union. Politics in the American states will
provide the substantive focus for discussions about the complex and ever-changing intergovernmental rela-
tionships that constitute American federalism today. Prerequisite: 120 or permission of the instructor.

COMPARATIVE POLITICS

150. Comparative Politics An introduction to comparative political analysis with applications to political
systems, processes, and issues in countries of the Third World and in advanced industrial states alike. The
purpose of the course is to learn to observe systematically, to analyze political phenomena, and to distin-
guish and evaluate:the assumptions underlying alternative approaches to the study of politics.

250. Comparative West European Systems European parliamentary institutions analyzed as alternative
liberal-democratic systems. Particular attention is paid to the British cabinet form, the French presidential
form, the Italian coalition form, and the German federal form.

251. Latin American Government and Politics An introduction to the politics of contemporary Latin
America. Emphasis is placed upon the varied political institutional responses to socio-economic change in
the Americas, Major countries to be analyzed include Argentina, Brazil, Mexico, and Cuba. Prerequisite:
one course in political science or Latin American Studhes.

952. African Government and Politics An introduction to the politics of contemporary, sub-Saharan
Africa. After analyzing the historical and socio-economic context of African politics, the course examines
a number of contrasting political systems in depth. The final section of the course discusses the current
problems of South Africa from an international perspective. Prerequisite: one course in political science.

253. Russian Politics An introduction to contemporary Russian politics and policy, set against the back-
drop of both the communist legacy and traditional Russian political culture. Coverage includes political
institutions such as the presidency and the legislature, political processes and behavior such as elections and
voting, and key policy issues such as economic policy. The course will conclude with an examination of
Russia’s evolving place and role in the international system. Prerequisite: one course in political science or
Russian Area Studies or permission of the instructor.

254, Comparative Asian Governments and Politics Comparison of selected Asian political systems with
special attention given to the emergence of new nations from old cultures, contrasting patterns of political
and economic development, and the current state of political affairs in each country studied. Prerequisite:
one course in political science or East Asian Studies.

255. Chinese Politics An introduction to the contours of contemporary politics as shaped by traditional
and revolutionary legacies, the institutions of state socialism, China's underdevelopment and struggles over
power and policy.

256. The City An introduction to urban politics from a broadly comparative vantage point. Topics include
the socioeconomic and cultural bases of city politics, power struggles and policy making within urban
political arenas, and the relationship between urbanization and political development.

257. Democracy and Democratization A comparative examination of democratic politics and government
with an emphasis on transitions from authoritarianism to democracy and on the consolidation or collapse
of democratic institutions. Case studies and regional analyses from Europe, Asia, Latin America, and Africa
will be combined with examination of broader issues such as the advantages and disadvantages of democ-

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POLITICAL SCIENCE

racy, the question of cultural or economic preconditions to successful democratization, and the impact of
democracy on international relations.

INTERNATIONAL RELATIONS

170. International Relations An introduction to global politics which examines the interaction of states,
international organizations, non-governmental organizations, and individuals in the world arena. Topics
covered include traditional concerns such as war, balance of power, the UN and international law along
with the more recent additions to the agenda of world politics such as international terrorism, human
rights, and economic globalization.

270. European Union This course will introduce the student to the governments, politics and major cur-
rent issues that concern the people of the European Union. Part I will cover the theory and history of
European integration; part II will examine the EU’s unusual institutional structure, and part II] will focus
on different policy areas such as monetary union, environmental policy and foreign and security policy.
Towards the end of the semester, the students will represent the different member states in a simulation in
order to assess the efficiency of the EU policy making process. By examining the European Union and its
effect on this disparate group of member countries, the course will be able to explore the positive and neg-
ative effects of integration. Prerequisite: 170 or IBM 200 or concurrent enrollment. This course is cross-list-

ed as INTST 270.

271. Ethics and World Politics A course in applied ethics which examines the role which ethical consid-
erations both do and should play in the conduct of international relations and world politics. Special atten-
tion is given to the ethics of warfare (defined broadly to include conventional war, weapons of mass
destruction, terrorism, and economic warfare) and to issues of human rights and humanitarian interven-
tion. Prerequisite: 170 or permission of the instructor.

273, International Political Economy An examination of the politics of international economic relations
as viewed from the competing perspectives of liberalism, mercantilism, and structuralism. Following a brief
introduction to the fundamentals of international trade and monetary relations, the course will examine
the politics of economic interdependence among the most developed states and regions (e.g., the U.S.,
Japan, Europe), the political economy of North-South relations, and the reintegration of postcommunist
states into the world political economy. Prerequisite: 170 or permission of the instructor.

275, 276. Studies in Modern European Politics 7o be offered only in Bologna.

280. American Foreign Policy Since 1945 A survey of U.S. foreign policy since World War II. American
approaches to such issues as containment, detente, arms control, deterrence, international law, and third
world economic development will be discussed. Students will also address issues of U.S. foreign policy for-
mulation, including the roles of the public, Congress, and the president in the foreign policy process.
Prerequisite: 170 or permission of the instructor.

281. American National Security Policy Analysis of formulation and implementation of American nation-
al security policy within the context of American society and the international system. National security
will not be considered simply in a military/strategic sense but as connoting the preservation of the core val-
ues of a society. Prerequisite: 170 or 120 or permission of the instructor.

SPECIAL TOPICS COURSES

190, 290. Selected Topics in Political Science Topics not normally studied in depth in the regular offer-
ings are analyzed in these special topics courses. Recent offerings have included: Contemporary Political
Ideologies, Mexican Politics, Political Thought of the Enlightenment, Politics in Fiction, Separation of
Powers, The Bill of Rights, and Italian Politics.

239. Research Methods Helps the student answer (in the affirmative) the question, “Ts political science a
science?” Students will learn how to generate and test hypotheses through creating and executing research
designs. Survey research, experimentation, content analysis, participant observation, and other method-
ologies will be studied. Although no prior knowledge of statistics is necessary, Math 120 and/or Math 121

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POLITICAL SCIENCE/PRE-ENGINEERING

are helpful. This class is especially recommended for prospective graduate students in the social sciences.

390. Seminar A seminar in selected topics in Political Science. Recent offerings have included: Political
Leadership, Crime and Punishment, Democratization, Presidential Elections, Revolutions and Political
Thought, Constitutional Politics, International Regimes, Russian Leadership Politics, Central American
Politics, and Comparative Political Modernization.

PRE-ENGINEERING

An excellent preparation for a career in engineering combines a liberal arts background with a traditional
engineering program. Dickinson offers this opportunity through two options: application to an engineer-
ing Master's program after completion of a science major, or, by the Binary Engineering program. For the
Binary program, students must plan their program carefully in order to meet all the requirements; new stu-
dents need to contact the Pre-engineering adviser, Prof. Pfister, before their first registration.

The Binary Engineering Program is a five-year program consisting of three years at Dickinson and two
years at one of three engineering schools: the University of Pennsylvania, Case Western Reserve University,
or Rensselaer Polytechnic. Upon successful completion of both portions of the program, students receive
the B.S. degree from Dickinson and the B.S. in engineering from the engineering school. A descriptive
booklet is available from the admissions office.

Requirements for the Dickinson degree: a student must complete the Dickinson distribution require-
ments and requirements for a major field of concentration during the three years at Dickinson. Students
must begin the major field of concentration in the freshman year. Courses taken at the engineering school
to complete Dickinson requirements must be approved before leaving Dickinson.

Requirements of the engineering schools: the participating engineering schools require a 3.00 cumulative
grade point average during the three years at Dickinson and satisfactory completion of the following:

Mathematics: two years, including Differential and Integral Calculus, Multivariable Calculus, and
Differential Equations.

Physics: One and one-half years of calculus-based Physics, including Mechanics, Electricity and
Magnetism, and Medical and Radiation Physics.

Chemistry: one year including States of Matter, Atomic and Molecular Structure, Thermodynamics,
Equilibrium and Kinetics, and Chemistry laboratory.

Computer Science: one course in the use of computers for numerical analysis.

Humanities and Social Sciences: six to twelve courses in the humanities and social sciences, depending on
the engineering school.

Other science courses in the area of the expected engineering field. (The complete list of engineering programs
available at the participating schools is available from the Pre-engineering adviser, Professor Pfister.)

Application to the engineering school: During the first semester of the junior year the student applies to
one of the participating engineering schools. A student who has the required 3.0 average and is meeting
the course requirements can expect to be admitted to full standing and to be able to complete the engi-
neering degree in two additional years. During the spring semester of the junior year, the student pre-reg-
isters for the off-campus study for the subsequent two academic years.

Preparation for admission to M.S. programs in engineering: Students must satisfactorily complete a sci-
ence major, preferably in the area of the intended field of engineering. Course work should include Physics
131, 132, 212, and 213, plus two years of mathematics, and Chemistry 141, 241. Students with 3.0 or
higher cumulative averages are generally admitted to quality engineering schools. Most students can com-
plete the requirements for an M.S. degree in two years after completing the Dickinson degree.

138

PRE-ENGINEERING/PRE-HEALTH PROGRAM

SUGGESTED FOUR YEAR PROGRAM

Physics major:

First Year: Physics 131, 132; Mathematics 161, 162 (or 151, 152)

Second Year: Major courses*; Physics 211, 212; Mathematics 261, 262 (or 162, 261)
Third Year: Major courses*; Chemistry 141, 241, Computer Science 131

Chemistry major:

First Year: Chemistry 141, 241; Mathematics 161, 162 (or 151, 152)

Second Year: Major courses*; Physics 131, 132; Mathematics 261, 262 (or 162, 261)
Third Year: Major courses*; Physics 212; Computer Science 131; (Math 262)

Computer Science major:

First Year: Computer Science 131, 132; Mathematics 161, 162 (or 151, 152)
Second Year: Major courses*; Physics 131, 132; Mathematics 261, 262 (or 162, 261)
Third Year: Major courses*; Physics 212; Computer Science 131; (Math 262)

Biology major:

First Year: Biology 131, 132: Chemistry 141, 241; Mathematics 161, 162 (or 151, 152)
Second Year: Major courses*; Physics 131, 132; Mathematics 261, 262 (or 162, 261)
Third Year: Major courses*; Physics 212; Computer Science 131; (Math 262)

* The choice of major courses should be made in consultation with the major adviser and the binary engi-
neering director.

PRE-HEALTH PROGRAM

The Pre-Health Program is administered jointly by the Committee for the Health Professions and by the
Career Center. Any student who is interested in a career in the health professions (medicine, dentistry,
optometry, veterinary medicine, nursing, etc.), should contact the chairperson of the Committee as soon
as possible. At the beginning of the academic year, freshman who have expressed an interest in a health
related career receive a notice to attend an informational meeting. At this meeting, information regarding

required course work and the Pre-Health advising program will be covered and interested individuals will
be added to our list of Pre-Health students.

Each student is assigned one of the committee members as his or her Pre-Health Adviser. The adviser will
work with the student each semester on course selection and will draft the Committee letter of recom-
mendation when the student applies to professional school. The Committee also provides advice and pre-
pares evaluations for students interested in any of the health professions.

The majority of students who are accepted into medical school major in one of the sciences. Pursuing a
major outside the sciences is possible, but students must show their ability to do superior work in biology,
chemistry, and physics. Students should plan to finish the science courses by the end of the junior year in
order to be prepared for the Medical College Admission Test, which should be taken in the spring of the
junior year.

Requirements for the medical and dental schools
Satisfactory completion of the following:

Chemistry: 4 courses - 141, 241, 242 plus one additional course (Chemistry 244 is strongly recommend
ed) Chemistry 109, 111, 112 will not satisfy this requirement.

139

PrE-HEALTH PROGRAM

Biology: any two 100-level courses (313 Cell Biology, 317 Genetics, and 333 Physiology are also recom
mended)

Physics: 2 courses - 141, 142 or 131, 132 (Although 131, 132 is acceptable, some topics on the MCAT
exam are not covered in these courses.)

English: 2. courses - any two are satisfactory. The Freshman Seminar counts as one English course.
Mathematics: 161 or 151,152 and one additional math course.

NOTE: This is a list of the minimum courses required by all medical schools (and the majority of dental
schools) and must be taken during college. Individual schools may have additional requirements.

Other admission criteria include the science grade point average, MCAT or DAT scores, the letter of eval-
uation from the undergraduate college, and the outcome of a personal interview by the professional school.
An overall academic average of 3.30 or better is needed to be a competitive applicant

The Career Center has information on professional schools, applications for these schools, and applications

for the MCAT and DAT exams.
Medical school admission test (MCAT)

All applicants to medical schools must take the Medical College Admission Test (MCAT) which is given
in April and August of each year. The preferred time to take it is in the spring of the applicant’s junior year.

Dental Admissions Test (DAT)

Applicants to dental schools must take the Dental Admission Test, a computer-based exam offered
throughout the year at local and regional test centers. Again, spring of the junior year is the recommend-
ed time to take this test.

Tests in other health professions

Other health professions have similar testing programs as well. Information is available from the Career
Center.

COMMITTEE FOR THE HEALTH PROFESSIONS
Members for 2002-03:

Teresa Barber, Associate Professor of Psychology

Katharine Brooks, Director of the Career Center, Part-time Associate Professor of International Business
and Management

David Crouch, Associate Professor of Chemistry, Chair

Michael Holden, Associate Professor of Chemistry, Alfred Victor duPont Chair in Chemistry

John Luetzelschwab, Professor of Physics

Michael Roberts, Associate Professor of Biology

Charles Zwemer, Associate Professor of Biology

140

Pre-Law

PRE-LAW

Law school admissions committees agree that the most appropriate and beneficial preparation for law
school is a traditional liberal arts education combined with relevant extra-curricular experiences. The Pre-
Law Program at Dickinson incorporates these elements in a comprehensive approach to Pre-legal studies.
Coordinated by the Pre-law adviser and the Career Center, the program is inherently flexible and allows
students to explore the breadth of their intellectual interests.

Pre-law students can select any major field of concentration at the College. It is helpful to take certain
courses that will provide a substantive background in the subjects that are directly related to the practice
and development of law. Students planning to pursue the study of law should include courses to refine
their writing, research, and argument formation skills. Below is a list of course that are recommended to
introduce students to the skills and issues related to the study of law.

English: 211, Expository Writing; 212, Writing: Special topics; any literature courses

Economics: 100, Contemporary Economics or 111, Introduction to Microeconomics; 244, Law and
Economics

History: 117, 118, American History

Philosophy: 112, Ethics; 121, Logic

Political Science: 120, American Government; 220, 221, Constitutional Law ], II

Sociology: 228, Criminology

The Joint Baccalaureate and Law Degree Program is a six-year program consisting of three years at
Dickinson College followed by three years at the Pennsylvania State University Dickinson School of Law
program. To qualify for this program, Dickinson students need to complete all requirements for the bach-
elor’s degree (except one year of elective courses) within three years, attain a 3.5 cumulative grade average
(top 10-15% of the class), and achieve a score on the Law School Admissions Test (LSAT) within the top
30% of the national test-takers, Students accepted into the program enroll in the Penn State Dickinson
School of Law in lieu of their final year at Dickinson College. After one year of successful study at the law
school, students will earn the baccalaureate degree from Dickinson College. After two additional years of
study at the law school, the students will complete the law program and earn their JD degree.

Students interested in the joint-degree program should consult the College’s pre-law adviser and should be
prepared to apply to the Dickinson School of Law no later than February 1 of the junior year.

LAw SCHOOL ADMISSION TEST (LSAT) PREPARATION

Since the LSAT represents a significant factor in the admission to law school, the Career Center provides
two types of preparation classes for Dickinson students. The first set of classes, offered before each of the
LSAT exams, concentrates on test-taking strategies, question analysis, and logical reviews. The second type
of class is an LSAT study group which is coordinated by the pre-law adviser and meets periodically
throughout the academic year. This study group brings together students who are taking the LSAT for
peer-directed review sessions. Sample LSATs and individual assistance on questions are provided by the
pre-law adviser.

141

Pre-MASTERS OF BUSINESS ADMINISTRATION

PRE-MASTERS OF BUSINESS ADMINISTRATION

The criteria for admission to MBA programs are: GMAT score, cumulative grade-point average, letters of
recommendation, extracurricular activities, and work experience. While a Pre-MBA student can select any
major field of concentration at the College, it is helpful to take certain courses that will orient the student
more specifically in the business field. Below is a list of recommended courses.

Economics: 111, Introduction to Microeconomics; 112, Introduction to Macroeconomics

International Business and Management: 100, Fundamentals of Business; 210, Financial Accounting; 230,
Organizational Behavior; 240, Marketing

Mathematics: 121, Elementary Statistics; 161, Calculus I or 151-152, Introduction to Calculus, or

IB&M 220, Managerial Economics

Internships and independent studies: Business-oriented internships and independent studies

Additional courses in international business and management, economics, philosophy, psychology, politi-
cal science, and a foreign language are also suggested.

LINKAGES WITH GRADUATE PROGRAMS

Dickinson College has agreements with several graduate programs that give our students an advantage in
the admissions process:

University of Toulouse I (Social Sciences)
Master of Science in Accounting and Finance Techniques
Master of Management Science

Monterey Institute of International Studies
MBA Program in International Management

Rutgers University Graduate School of Management
MBA Program in Professional Accounting

American Graduate School of International Management (Thunderbird)
MBA in International Management

For more information about these schools and programs, refer to the Web page for the Department of
International Business & Management at: www.dickinson.edu/departments/ibandm or the Career
Center's Web page at: www.dickinson.edu/departments/career/graduate.html

GRADUATE MANAGEMENT ADMISSIONS TEST (GMAT)

The GMAT should be taken by the fall semester of the senior year. The GMAT is offered as a computer-
based standardized test offered at Sylvan Learning Centers. Check www.gmat.org for registration infor-
mation.

ADMISSIONS PROCESS

Contact any of the faculty members of the Department of International Business & Management for more
information and assistance with admission to MBA programs.

142

PsyCHOLOGY

PSYCHOLOGY

FACULTY

James A. Skelton, Associate Professor of Psychology, Chair

Gregory J. Smith, Associate Professor of Psychology

Walter Chromiak, Associate Professor of Psychology, Associate Dean of the College

Teresa A. Barber, Associate Professor of Psychology

Marie Helweg-Larsen, Associate Professor of Psychology

Diane FE. DiClemente, Assistant Professor of Psychology

Anthony S. Rauhut, Assistant Professor of Psychology

Richard L. Abrams, Visiting Assistant Professor of Psychology

Davis C. Tracy, Director of Counseling Services, Part-time Assistant Professor of Psychology
Linda M. Chalk, Assistant Director of Counseling, Part-time Assistant Professor of Psychology
John-Paul Checkett, Assistant Director of Counseling, Part-time Assistant Professor of Psychology

MAJOR

Ten courses, at least two between 110 and 180; 201, 202; two at the 300 level; one at the 400 level (num-
bered below 490); 495; and two additional courses in psychology.

These courses must be taken in the department: 201, 202, two courses at the 300 level, one course at the
400 level, and 495. Exceptions to this rule may be granted to students who petition the department chair.

MINOR

Six courses, including 201 and 202 and a course from the 300 level group of research methods classes.
Normally, four of the six courses (including the 201, 202 sequence and the 300 level course) must be com-
pleted in the department.

SUGGESTED FOUR YEAR PROGRAM

First Year: two 100-level courses; 201

Second Year: 202; two 100-level courses

Third Year: 300-level course; 400-level course; semester abroad
Fourth Year: 300-level course; Senior Experience

TEACHER CERTIFICATION

For information, see the Director of Teacher Education.

INDEPENDENT OPTIONS FOR NON-SENIORS

Exceptional sophomores and juniors may participate in traditional internships, independent study, and
independent research projects (see Bulletin section entitled “Special Approaches to Study” page 172).
However, these will not fulfill the requirement for a Senior Experience in Psychology.

HONORS IN THE MAJOR

Honors are granted to students who demonstrate their eligibility by fulfilling these requirements: By the
end of the Junior year, obtain approval of an Honors Project proposal from at least three psychology fac-

143

PsyCHOLOGY

ulty. The proposal is to consist of a plan to earn at least one credit for independent study and/or indepen-
dent research during each semester of the Senior year. Psychology 495 may be used to fulfill one of these
credits. By the beginning of the Senior year, earn a GPA of at least 3.25 in (a) courses taken in Psychology
and (b) all other courses taken at the College. Provide a written copy of the final project report to each
Psychology faculty member by April 15 of the Senior year. Present and defend the project to an assembly
of psychology faculty by May 1 of the Senior year. Receive a favorable vote from psychology faculty for the
written and oral presentations of the project.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

Students who are interested in study abroad are urged to plan their programs carefully and begin the major
early. An advising session is offered each semester that addresses this topic.

COURSES

110. Principles of Behavior This is an introduction to the elementary principles governing the behavior
of both humans and non-human species. These principles, derived primarily from experiments using ani-
mals, are shown to be applicable to the prediction and control of a wide variety of human behaviors. This
course employs a self-paced, mastery approach to learning and includes laboratory sessions.

125. Brain and Behavior This course will introduce the structure and function of biological processes as
variables that influence human behavior. Findings from such fields as neuroanatomy, neurophysiology, and
endocrinology will be considered in their relation to a number of behavioral processes.

130. Perception, Memory, and Thought This introduction to cognitive psychology will cover such topics
as: How do you recognize your grandmother? Can you do more than one thing at a time? Why cant you
remember the names of people you just met? More formally, we will examine the processes of perception,
attention, representation, and retrieval in children, adults, and machines.

140. Social Psychology In this introduction to psychological aspects of human social behavior, we discuss
such topics as the relationship between attitudes and behavior, how people judge one another, interper-
sonal and group influence processes, and relations between individuals and groups, with strong emphasis
on real-world applications. We also introduce scientific methods and formal theories for studying social
behavior.

150. Introduction to Cross-Cultural Psychology This course takes the position that human behavior can
best be understood only in the cultural context in which it occurs. Discussions focus on the impact of cul-
ture on human behavior including the nature of culture; political and religious elements of culture; per-
ceptions, stereotypes and the realities of cultural differences; how nationalism and animosity between cul-
tures grow; and sources of prejudice and cultural conflict, and how they may be reduced. Suitable for all
students, regardless of prior background in psychology.

155. Child Development This introduction to developmental psychology will cover such topics as: What
are the processes of prenatal development and birth? How does an infant learn about the world around
him or her? How do children develop as social beings? And, how do the cognitive abilities of thought, lan-
guage, and memory develop?

160. Introduction to Industrial/Organizational Psychology Examines the psychology of the workplace.
Emphasizes the theoretical developments in psychology that relate to the study of people in organizations
and industry in areas such as interpersonal relations, management, leadership, personnel, and applied psy-
chology. Theories, experiments, and problem solving efforts of behavioral scientists in industrial settings
are covered. Suitable for all students, regardless of prior background in psychology.

165. Psychopathology An introduction to various psychological disorders and techniques of diagnosis and
treatment. Relevant for students who anticipate careers in medicine, law, and the social or psychological
services.

144

PsYCHOLOGY

170. Adolescence and Youth In this introductory course in developmental psychology, we will examine the
ways biological, psychological, and social processes combine to shape development during the second
decade of life. A primary focus will be on the individual and cultural differences that result from contex-
tual variability in these processes.

180. Topics in Psychology Students gain an appreciation of psychological principles by reading about and
discussing a topic of interest. Course topics range from contemporary issues and historic controversies to
broad themes. Recent topics courses have included Cross Cultural Psychology, Human Sexuality,
Personality, and Sleep and Dreams.

185. Survey of Psychology A survey of areas of contemporary psychological study to acquaint students
with viewpoints, findings, and techniques of investigation of the discipline.

201. Design of Psychological Research Readings and laboratory exercises introduce students to biblio-
graphic resources in psychology, rules of valid scientific inference, and techniques for conducting psychol-
ogy experiments. Three hours classroom plus two hours laboratory a week. Prerequisite: any 1 00-level
course.

202. Analysis of Psychological Data In this course, one of the core requirements for the major, our focus
is how to make sense of numerical information. Students learn to describe and analyze data. Three hours
classroom plus two hours laboratory a week. Prerequisite: 201.

310. Research Methods in Animal Learning An exploration of advanced problems in animal learning, the
stimulus control of behavior, attentional models and cognitive processes in animals. Students collect and
analyze data and produce written reports relating their empirical findings to psychological theory. Three
hours classroom plus three hours laboratory a week. Prerequisites: 110, 201 and 202.

325. Research Methods in Biological Psychology A comprehensive coverage of the research methods
employed in the field of biopsychology. Students conduct research on the relationship between the nervous
system and/or the endocrine system and human behavior. Three hours classroom plus three hours laboratory
a week. Prerequisites: 125, 201 and 202.

330. Research Methods in Cognitive Psychology Students devise, conduct, analyze and prepare written
reports of experiments on topics such as autobiographical memory, time management, techniques for
improving learning, and decision-making. Three hours classroom plus three hours laboratory a week.
Prerequisites: 130, 201 and 202.

340, Research Methods in Social Psychology We conduct empirical studies in order to become familiar
with techniques for measuring attitudes and social behavior in the field and the lab, for analyzing and eval-
uating data, and for reporting findings and conclusions. Students gain direct experience in the process of
conducting research studies by working as experimenters and data analysts. Three hours classroom plus three
hours laboratory a week. Prerequisites: 140, 201 and 202.

350. Research Methods in Cross-Cultural Psychology Each culture is unique in its understanding and
beliefs regarding human nature. These differences can lead to varied perceptions of self, in-group and out-
group members, time, politics, social distance and social expectations. This course is designed to support
‘student investigation into these cultural and subcultural differences as students generate, conduct, analyze
and prepare written reports of observational, survey, correlational or experimental study designs on various
topics in cross-cultural psychology, stereotypes and intercultural conflict. Three hours lecture and three hours
lab per week. Prerequisite: 150, 201 and 202.

355. Research Methods in Child Development An advanced presentation of the research methods and
statistical techniques used by developmental psychologists including cross-sectional, longitudinal, and
sequential designs. Students conduct laboratory and field-based research and develop original research pro-
posals in the area of child development. Three hours classroom plus three hours laboratory a week.
Prerequisites: 155, 201 and 202.

145

PsYCHOLOGY

360. Research Methods in Industrial/Organizational Psychology Focuses on methods used to conduct
applied research in psychology. Topics include interviewing techniques, basic survey development and
analysis, training program development, employment test administration, program evaluation, focus group
development, and other applied research methods. Students participate in group exercises, role playing,
and development of research materials. Three hours lecture and three hours lab per week. Prerequisites: 160,
201 and 202.

365. Research Methods in Clinical Psychology This course will introduce various strategies used in empir-
ical research of clinical phenomena. Practice in behavioral observation systems, structured clinical inter-
views, and assessment techniques will be gained as students conduct research and write research reports in
the area of clinical psychology. Three hours classroom plus three hours laboratory a week. Prerequisites: 165,
201 and 202.

370. Research Methods in Development After Childhood In a series of group projects, students will
design and conduct studies of development during adolescence and adulthood. In addition to basic tech-
niques of experimental, observational, interview, and survey research, students will be introduced to the
special design requirements of studying age-related change. The course will emphasize the relationship
between question, hypothesis, and research design and use the contextual variability as a tool for under-
standing development. Prerequisites: 170, 201 and 202.

380. Research Methods in Psychology: Special Topics Students conduct empirical research in an area of
psychological science, analyze data, and report findings and conclusions. Three hours classroom plus three
hours lab per week. Prerequisite: Psychology 202

410. Seminar in Learning Theory An advanced course for students with a strong background in the psy-
chology of learning, this seminar examines the evolution of formal theories of learning during the last cen-
tury. Topics covered include Pavlov’s cortical theory of classical conditioning, Hull’s hypothetico-deductive
theory of learning, Skinner’s radical behaviorism, and Tolman’s cognitive maps in mice and men.
Prerequisites: 201, 202 and 310.

425. Seminar in Biological Psychology An advanced seminar into the relationship between physiological
systems and behavior. This course will include coverage of mammalian brain organization and function in
terms of transmitter systems which are correlated with the interactions between anatomy, physiology, and
behavior. Prerequisites: 125, 201 and 202.

430. Seminar in Cognitive Psychology Students will present and discuss one or more topics in human
cognition using primary sources. Possible topics include, but are not limited to, intelligence and creativi-
ty, the development of physical and mental skills, changes in learning and memory as we age, and thought
in humans and machines. Students will write several essays that explain and evaluate the concepts that are
discussed. Prerequisites: 130, 201 and 202.

440. Seminar in Social Psychology In this seminar, we read and discuss primary sources in theoretical or
applied social psychology. Previous seminars have looked at applications of social psychology principles in
law, medicine, mental health, consumer behavior, conservation, and education, and theories of social con-
strual, social influence, and social systems. Students are responsible for leading class sessions and con-
tributing to a group document, such as an annotated bibliography or literature review. Prerequisites: 140,
201 and 202.

450. Intergroup Relations and Cultural Psychology Investigates psychological perspectives related to the
impact of culture in determining individual and social behavior, cross-cultural differences and similarities
in human behavior, and the psychological sources of group conflict. Topics may include the impact of
stereotypes on perceivers and targets, the psychological rationale for prejudice and discrimination, the ben-
efits and difficulties of gender, racial, and cultural diversity, methods for prejudice and discrimination
reduction, and an examination of human behavior beyond the traditional Euro-American psychological
perspective. Prerequisites: 150, 201, and 202.

146

PsyCHOLOGY/PUBLIC SPEAKING

455. Seminar in Developmental Psychopathology Applying a developmental perspective in which clini-
cal disorders are viewed as either quantitative deviations from normal development or qualitatively distinct
disorders this course will study the history, methods, procedures, empirical facts, and theories that influ-
ence the conceptualization of and treatment of clinical disorders in children. Prerequisites: 155, 201 and
202.

460. Seminar in Organizational Psychology Focuses on the relationship between the individual and the
organization and examines elements of the organization that affect behavior. Selected topics include lead-
ership, group and interpersonal processes, motivation, occupational health and safety, consumer behavior,
and occupational stress. Group projects, facilitation of class material, and other experiential exercises are
used to clarify important concepts in the field. Prerequisites: 160, 201, and 202.

465, Seminar in Clinical Psychology Students read and discuss primary sources in theoretical and applied
clinical psychology to gain a deeper understanding of the processes of assessment and treatment used with
various psychopathological conditions. Prerequisites: 165, 201 and 202.

470. Seminar in Adolescent Development Ecological systems theory focuses on the complex interaction
of person and environment throughout the life course. Based on the premise that biological, social, and
cognitive processes will vary as a function of person and context, this approach uses such variation to pro-
vide insight into human development. Students will apply this approach to the study of adolescence
through discussion, readings, and both formal and informal writing. Prerequisites: 170, 201 and 202.

480. Advanced Topics in Psychology Advanced seminar in which students become actively engaged in
reading about, reviewing, and discussing selected topics of importance in the discipline. Recent advanced
topics courses have included The Psychology of Law and Medicine, Psychopharmacology, The Psychology
of Groups, and Psychology of Identification. Prerequisites: 201, 202 and permission of the instructor.

495. Senior Experience in Psychology The Senior Experience is a culminating project in which students
bring to bear the knowledge, methods, and techniques they have acquired as majors. A semester prior to
enrolling in 495, the student identifies a question of psychological interest and develops in consultation
with a faculty supervisor a plan for answering the question. Once enrolled, the student conducts a sys-
tematic review of appropriate psychological literature. The review may be performed in conjunction with
an empirical study or with fieldwork. The student makes a public presentation of the project, typically dur-
ing the final week of classes, and writes a formal report for the faculty supervisor. Prerequisite: 201 and 202
senior psychology major status, and permission of the instructor.

PUBLIC SPEAKING

COURSES

101. Introduction to Public Speaking An introduction to public speaking addressing the construction and
delivery of both informative and persuasive speeches. Students will receive training in (and will practice)
overcoming anxiety, gathering and presenting information, determining and responding to audience pref-
erences, and incorporating rhetorical tools to enhance persuasion.

147

RELIGION

FACULTY

Mara E. Donaldson, Professor of Religion (on leave 2002-03)

Daniel G. Cozort, Associate Professor of Religion (on partial leave 2002-03)
Theodore Pulcini, Associate Professor of Religion, Chair

Andrea B. Lieber, Assistant Professor of Religion

Jeffrey M. Brackett, Visiting Instructor in Religion

CONTRIBUTING FACULTY

David Commins, Associate Professor of History
Harry D. Krebs, Professor of East Asian Studies
Ted Merwin, Visiting Assistant Professor of Religion

MAJOR

Option A. Gives the student a working knowledge of a broad range of religious traditions and perspec-
tives. The courses in Option A provide the foundation in the study of religion which the department con-
siders necessary for today’s liberally educated person. Of the 10 courses required in this option, no more
than four may be at the 100-level, at least two must be at the 300-level, and at least one (such as Religion
490) must be at the 400-level or above. The following guidelines apply:

1. Two courses for which approaches to the study of religion are the main concern (390, 490).

2, Two courses that raise critical questions about religion in Western traditions and cultures (e.g., 103,
104, 107, 110, 203, 206, 207, 208, 209, 211, 212, 214, 218, 219, and topics courses).

3. Two courses that raise critical questions about religion in Non-western traditions and cultures (e.g.,
120, 130, 221, 223, 224, 226, 230, and topics courses).

4. Three additional courses. These may be concentrated in a particular tradition (e.g., Judaism,
Christianity, Hinduism, Buddhism, East Asian Religions, Biblical Studies), or they may be on
approaches to religion in culture (e.g., Religion and Gender, Religion and Literature, Myth and
Ritual, Religion and Art, Social Scientific Study of Religion).

5. One course taken outside the department. For example, courses outside the department may include
Philosophy of Religion, Religion and Science, and Anthropology of Religion.

Option B. Students who have a focused interest in a particular area of the study of religion may be accept-
ed, no later than the end of the sophomore year, for a major in religion structured along the following lines:

1. The major will consist of 11 courses, with as many as four courses taken outside of the religion
department. Religion 390 and 490 are required.

2. Upon the declaration of the major and each semester these majors will discuss their course selections
and the shape of their major program with the department and other majors.

3. In the senior year, the student will engage in an independent research project, designed to synthesize the
student’s work in religion up to that point. This project must be approved by the department and will
be delivered both in written form and through an oral presentation.

Option B encourages students to develop interests which may cross normal disciplinary lines. Possible self-
developed majors might include: Reformation Studies, The Classical World and Early Christianity,
Women and Religion, Liberation Theologies, Myth Studies, Sacred Texts in Comparative Perspective,
Medieval Studies, South Asian Studies, Middle Eastern Studies, etc.

148

RELIGION

MINOR

ae eee eer —————————

The minor in religion consists of six courses, including Religion 390. No more than three of the six cours-
es may be at the 100-level.

Additional Options: In addition to these options for the major in religion, the College offers a major in
Judaic studies, East Asian studies, and the double major (recent examples: religion and philosophy, religion
and art, religion and anthropology, religion and English). Students may also pursue studies in religion in
a number of the College's off campus programs, including SITA, and the Jerusalem program.

INDEPENDENT STUDY

According to their special interests, students often develop and pursue Independent Study projects with
members of the faculty. Among the projects recently undertaken have been Liberation Theology in Latin
America, Abraham and Monotheism, The Hindu Temple, Martin Luther King, Jr, C. S. Lewis, Hopi
Kachinas, Tibetan Views on Death, Spirituality and Activism, Women and Religion, and Philosophical
Theology.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

Students have regularly taken Junior Year Abroad programs in Scotland, England, Germany, France and
Israel. The college also participates in the fall semester South India Term Abroad (SITA) program in
Madurai, India and encourages students to participate in the summer Jerusalem program. The department
supports the exploration of other programs and proposals.

COURSES

EE Eas

All 100-level courses, regardless of their specific content, provide students with a basic introduction to the
academic study of religion. Sophomores and juniors may take a 200-level course as their first course in reli-
gion, and seniors are encouraged to begin at this level. 200-level courses are more specific than 100-level
courses but are not necessarily more difficult. 300-level courses are discussion-oriented seminars open to
students who either have at least one previous course in religion, have junior or senior status, or have the
permission of the instructor.

103. Hebrew Scriptures in Context A critical examination and attempt to understand the literature and
the antecedent traditions remembered and formulated by the ancient Israelites in terms of their own views
of God. This literature is interpreted in the context of events and cultures of the ancient Near East.

104, Introduction to Judaism A basic course in the history, basic beliefs and practices, and modern man-
ifestations of Judaism as a religion. The course concerns itself with the interactions of Judaism and other
world religions, notably Christianity. This course is cross-listed as Judaic Studies 104.

105. Judaism in the Time of Jesus This course is an introduction to the Hellenistic period of Jewish his-
tory, also known as the period of the “second temple”. The course will analyze the cultural interaction
between Jews and Greeks at this pivotal moment in Jewish history. The course will examine the impact of
classical Greek thought and culture on the development of Judaism at its formative stage. We will focus on
the phenomenon of sectarian movements and the emergence of rabbinic Judaism and Christianity as two
dominant religions of the West. This course is cross-listed as Judaic Studies 10D.

107. New Testament in Context A critical examination and attempt to understand the New ‘Testament as
the written traditions which articulated the faith, expectations, and actions of the early Christians as they
responded within Jewish and Greek culture to the historical events of their day, and especially as they
responded to the life and death of Jesus of Nazareth.

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110. Religion and Modern Culture Drawing upon popular examples from film, drama, and narrative, as
well as critical essays, the course explores both the religious dimensions of modern culture myth, sacred
space and time, nature spirituality and the cultural contexts of contemporary theologies gender, race, eco-
nomics.

111. What is Religion? An introduction to the study of religion that assesses as possible answers to the
course title a selected range of individual and social experiences, expressions, and interpretations. Although
the course is not a survey of world religions or a study of theories of religion, it examines phenomena from
many religions and employs a variety of methods of analysis.

115. Native American Religions A survey of some major religious phenomena in the relatively recent his-
tories of selected Native American traditions with emphasis on the tribal religions of North America and
the religions of the civilizations of Mexico and Central America.

121. What is Hinduism? A study of the dominant religion of south Asia that focuses on the contempo-
rary “embodiment” of religion in culture. This course will explore ways in which religion permeates the
Hindu cycle of life, shapes choices such as occupation and marriage partner, and infuses Indian arts. It will
ask whether the variation in these patterns over time, among regions of India, in city and country, and
among different groups, are diverse “Hinduisms” that nevertheless contain a vital unity.

122. What is Buddhism? A study of Asia's most influential religion that focuses on the contemporary
“embodiment” of religion in culture. This course will explore ways in which Buddhists have used visual
arts, music, drama, asceticism, devotion, etc., to attain spiritual goals and express enlightenment. It will
look at both monastic and popular Buddhism, concentrating on South and Southeast Asia but with some
reference to East Asia and the West.

201. Buddhism in Tibet Studies in Buddhist philosophy and practice in Tibet.

203. Bible and Contemporary Issues An exploration of the impact of Biblical world views, perspectives,
and laws upon the generation and resolution of contemporary problems such as environmental abuse, sex-
ism and sexual problems, injustice, and war.

206. Jews and Judaism in the United States Traces the history of Jewish immigration to America and how
the American experience has produced and nurtured new forms of Judaism, notably Reform and
Conservative. The course concentrates on the last hundred years of American history and includes such
topics as anti-Semitism, the Holocaust, and Israel. This course is cross-listed as Judaic Studies 206.

207. Holocaust & Future of Religion The course begins by looking at the variety of approaches to the
Holocaust or Shoah. Second, it inquires into the roots of the Holocaust in Christian religious anti-
Semitism. Third, the course examines the genocidal events of the Shoah itself and the responses to hose
events by a small resistance movement within Germany. Fourth, the course concludes by looking at the
various responses to the Holocaust, attempting to understand its impact on the future of religion itself.

208. Religion in the United States The course chronicles the relationship between religious ideas and cul-
tural context from the founding of the first colonies through the rise of the Religious Right and New Age
movements. Our journey will be guided by several key metaphors that have characterized the religious
ethos of America: America as “The Promised Land”; America as the “land of opportunity”, as the “melt-
ing pot.” We will use primary sources, including fiction, poetry, and film.

209, Religion and the Literary Imagination Examines the variety of ways that religious themes grace, evil,
redemption and genres parable, apocalypse are reflected, transformed in Biblical, classical, and contempo-
rary literary texts.

211. Religion and Fantasy An exploration of the religious and mythological dimensions of traditional and
modern fantasy literature. Our explorations will be guided by three interdependent themes: the nature of
the divine, the nature of the human, and the nature of the moral life.

212. History of Christianity: From Margin to Center The course traces the emergence of Christianity

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from its beginnings as a minority sect in the first century to the height of its influence in the 14th centu-
ry. Special attention will be given to cultural and aesthetic influences on the emerging Church.

214. History of Christianity: Reform and Modernity The course concentrates on the emergence of the
Protestant tradition in the 16th century and the Catholic response. Considers the impact of the
Enlightenment on both Protestant and Catholic self understanding.

218. War and Western Values Literary and philosophical expressions of the experience of war; analyses of
the nature of war in human affairs, and of restraints on and in war; assessment of the “special case” of
nuclear armaments and strategies.

219. History of the Jews Willing or not, Jews have participated in world history since the dawn of civi-
lization in the Middle East, ca. 3000 b.c.e. This course surveys the part Jews have played, concentrating
on the interplay between Jews, Christians, and Muslims. This course is cross-listed as Judaic Studies 219.

221. Hindu Mythology Indian mythology, perhaps the richest in the world, is learned (and sometimes cre-
ated) through ritual celebrations that re-enact and re-interpret myth episodes and themes and in other ways
relate the human to the divine.

226. Yoga: Theory and Practice Yoga is an ancient Indian religious philosophy with a unique and com-
plex world view. The Yoga system sees the human and the cosmos as homologous and therefore places spe-
cial emphasis on the control of the body and mind in its pursuit of the realization of ultimate reality. In
order to test Yoga’s assertions about the effect of physical and contemplative techniques, students will par-
ticipation in a lab section in addition to lectures and discussion.

230. Buddhism in China and Japan A study of the many phenomena of Chinese and Japanese Buddhism:
historical development, socio-cultural context, personalities, texts, practices, thought, and aesthetics.

241. Topics in Arts, Literature, and Religion (e.g., Religion and Psychology; Faith and Identity; American
Jewish Fiction; Jesus in Theology, Art, and Literature; Religion and Film)

243. Dead Sea Scrolls The discovery of a cache of ancient scrolls in 1947 in caves near the Dead Sea led
to a revolution in the study of Second Temple Judaism and Christian origins. This course will focus on
these texts, situating them in the context of the history of Judaism from the Hellenistic period through the
first century C.E. What do they reveal about beliefs and institutions of the Essenes, the enigmatic com-
munity which produced them? What was life like at Qumran, the Essene community's center? How did
the sect start, how did it differ from mainstream Judaism, and what was its vision of the future? What pos-
sible connections existed between the Essene community and the emergence of Christianity? How have
the Dead Sea scrolls contributed to the study of the Hebrew Bible and the New Testament?

245. Hidden Scriptures Besides the books included in the Hebrew Bible (Christian Old Testament) and
the New Testament, a number of texts were excluded for various reasons. Their circulation and reading
were discouraged, but they survived nonetheless. This course examines these texts, placing them in their
historical context and using them as a “lens” through which we can better understand Judaism in the
Hellenistic and Roman period and Christianity in some of its primitive (often “heretical”) expressions.

250. Topics in Religion and Gender (e.g., Goddess and Devotee; Women & Religion; Sexuality and
Spirituality; Women’s Ways of Believing)

259. Islam An introduction to Islamic beliefs and practices in their classical forms: rituals, law, mysticism,
and other topics. The course will consider aspects of Islamic cultures and societies in medieval and mod-
ern times. This course is cross-listed as History 372.

260. Topics in Religious Traditions (e.g., Islam; Shamanism; Apocrypha)
310. Topics in the Study of Myth (e.g., Comparative Mythology; Myths of Creation)

312. Topics in the History of Christianity (e.g., Contemporary Roman Catholic Thought; Medieval
Mysticism; Christianity in Crisis; Augustine of Hippo; Eastern Orthodoxy)

15]

RELIGION/ RUSSIAN

314. Topics in Religious Ethics (e.g., Bonhoeffer, Peace and War; God and Evil; Religion and Ecology;
Contemporary Christian Ethics)

316. Topics in Judaic Studies (e.g., Twentieth Century Jewish Thought; Principles and Topics in Jewish
Law) This course is cross-listed as Judaic Studies 316.

318. Topics in Religion and Culture (¢.g., Religion and Science; Encounters with Death; Liberation
Theologies)

320. Topics in Indian Religions (¢.g., Hindu Theology; Buddhist Tantra; Enlightenment in Comparative
Perspective)

330. Topics in East Asian Religions (e.g., Zen; Confucianism and Taoism; Chinese Folk Religions)

390. Interpreting Religion An advanced introduction to some fundamental issues of theory and method
in the academic study of religion. Selected religious phenomena will be examined using the perspectives
such as those of the history of religions, psychology, sociology, anthropology, philology, philosophy, and
theology. Emphasis will be placed upon methods of research and styles of writing in the study of religion.

490. Seminar Advanced investigation of methods and critical perspectives for the study of religion with a
focus to be determined by the instructor. Writing enriched. Prerequisite: 390 or permission of the instructor.

The following course is offered abroad:

242. Jerusalem, Layer by Layer This course will examine the centrality of Jerusalem in the evolution of
Judaism, Christianity, and Islam. The development and interaction of these religions will be situated with-
in the sweep of the city’s history, from the period of the ancient Israelite monarchy to the present. Through
the study of monumental structures, archaeological remains, and textual records, Jerusalem story will be
uncovered layer by layer, with special attention given to the social and political dynamics which have
shaped its monotheistic communities through the centuries.

RUSSIAN

FACULTY

Elena Diizs, Assistant Professor of Russian, Chair
Christopher W. Lemelin, Instructor in Russian

MAJOR

At least ten courses, numbered 200 and above:

Six courses in Russian language, literature and culture (taught in Russian) selected from the following
list:
200, 215, 231, 232, 333, 334, 335, 360, and courses taught at Mendeleev University
Two “core” courses in Russian literature taught in English: 223, 224.
One other course in Russian literature, performing arts, or film in translation selected from the
following: 241, 242, 243, 244, 260
Russian Area Studies 100

NOTE: Seniors must take one 300-level course or an equivalent each semester. 300-level courses will
involve independent projects that will provide students with the opportunity to integrate their field of
study and experiences in the study-abroad program. Special arrangements will be made for the seniors
completing their professional teaching certificate in the spring.

152)

RUSSIAN

MINOR

——— Ea

Five courses numbered 200 and above. At least three of these courses must be in the Russian language.

TEACHER CERTIFICATION

For information, see the Director of Teacher Education.

INDEPENDENT STUDY

2 nasa,

Independent study projects are an option open to motivated students who wish to pursue a topic in
Russian or Slavic literatures and cultures not offered as part of the regular curriculum. Interested students
must be willing to initiate their own study project and meet with their director on a weekly basis. All fac-
ulty members are willing to assist. Most projects are taken for half or full course credit. Qualified seniors
may wish to write an Honors Thesis.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

Junior Year All students majoring or minoring in Russian are encouraged to spend one or two semesters
in Russia during the junior year. The Dickinson program in Moscow is based at Language Link and is affil-
iated with the Russian State University for the Humanities. The program offers a wide range of courses in
Russian language and culture.

Summer Immersion Program The Russian Department offers a five-week student immersion program in
Moscow or Moscow/St. Petersburg. See the course description for Russian 215, Moscow Summer
Immersion Program.

COURSES

etter

*101, 104. Elementary Russian An intensive study of the fundamentals of Russian grammar, with an
emphasis on the development of reading, writing, speaking, and understanding skills. Short stories and
songs will supplement the text.

116. Intermediate Russian Advanced grammar review incorporating controlled reading and composition.
Emphasis on speaking competence continued through oral reports and conversational topics. Prerequisite:
104 or the equivalent.

200. Advanced Training in the Russian Language Emphasis on the development of reading, speaking, and
writing skills. Reading of simple texts to acquaint the student with a variety of styles of the Russian lan-
guage, concentration on some of the more difficult problems in the Russian grammar, translation, written
composition, vocabulary building, and intonation. Prerequisite: 116 or equivalent, with a grade of at
least C.

223, Russian Literature from Beginning to 1890 An introduction to Russian literature, presenting its
development and the major literary movements from the earliest period to the middle of the 19th centu-
ry. Readings will include works by Pushkin, Lermontov, Gogol, Goncharov, Turgenev, and Tolstoy. Vo
knowledge of Russian necessary. Conducted in English. Offered every other year.

224. Modern Russian Literature An introduction to Russian literature, presenting its development and
the major literary movements from the middle of the 19th century to the present. Readings will include
works by Dostoevsky, Chekhov, Gorky, Blok, Mayakovsky, Babel, Zamiatin, Gladkov, Bulgakov,
Pasternak, Solzhenitsyn, Voinovich, Trifonov, Shukshin, and Aitmatov. No knowledge of Russian necessary.
Conducted in English. Offered every other year.

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RUSSIAN

231. Russian Conversation and Composition Practice in the techniques and patterns of everyday conver-
sation, especially as these reflect different cultural orientation. Reading and discussion of short works by
well-known Russian authors. Prerequisite: 200 or the equivalent, with a grade of at least C.

232. Masterpieces of Russian Literature Reading and discussion of literary works by representative authors
from the pre- and post-Revolutionary periods. Prerequisite: 200 or the equivalent, with a grade of at least C.

241. The Russian Short Story This course will survey major movements and figures in Russian literature
through a reading and analysis of short works of fiction. In addition to pursuing definitions of such terms
as romanticism, realism, modernism, and socialist realism, we will consider the way in which a literary
genre develops its own tradition in a national literature and offers a unique set of possibilities and con-
straints to the writer. Includes works by such writers as Karamzin, Pushkin, Gogol, Lermontov, Chekhov,
Bunin, Sologub, Babel, Bulgakov, Pasternak, Solzhenitsyn, Nekrasov, Erofeey, Tolstaya. Conducted in
English. Offered every other year.

242. Russian Drama This course examines the development of Russian drama from the formative period
to the present day. Reading and analysis of dramatic works by Griboedov, Gogol, Ostrovsky, Turgeney,
Chekhov, Gorky, Andreyev, Blok, Mayakovsky, Bulgakov and others. Emphasis on the theoretical contri-
butions by Stanislavky, Meyerhold, Evreinov, and Lubimov. Conducted in English. Offered every other year.

243. Russian and East European Film The course will examine a contribution by Russian and East
European directors to the development of film as an art form, It will also investigate the role which those
film have played in forming the cultural identity of various East European nations in recent times. Films
by the following directors may be studied: Eisenstein, Dziga Vertov, Dovzhenko, Forman, Bacso,
Tarkovskij, Mikhalkov, Wajda, Makavejev, Szabo and others. Conducted in English. Offered every other year.

244, Women and Russian Literature This course will first examine the traditional model of Russian wom-
anhood through the works of major figures of Russian literature including Karamzin, Pushkin, Turgeney,
Tolstoy, Dostoevsky, Chekhov and Soviet writers. It will then trace the emergence and the evolution of
womens voice in Russian literature as a response to this traditional model. Female authors to be studied
include Karolina Pavlova, Zinaida Gippius, Anna Akhmatova, Marina Tsvetaeva, Natalya Baranskaya and
Tatyana Tolstaya. Conducted in English. Offered every other year.

260. Topics in Russian Studies In-depth analysis and discussion of selected areas and problems in Russian
literature or culture. Recent topics have included: Russian Theatre and Drama, Nobel Laureates in Russian
Literature, Russian Short Prose, Salvation Through Beauty: the World of Dostoevsky, Russian and Soviet
Film, East European Literature, Modernism in Italy and Russia. Conducted in English. Offered every other
year.

333. Aspects of Russian Society and Civilization Scholarly and journalistic texts concerning the social sci-
ences present a specific set of challenges, including a special vocabulary, methods of dealing with data, and
idiosyncratic grammar. Discussing or writing about issues in the social sciences likewise requires the spe-
cial ability to derive the basic import from texts and discuss it with the appropriate vocabulary and use of
data. This course prepares students for further work in reading social-science texts in Russian and using the
information effectively. Prerequisite: 231, 232 or equivalent, with a grade of at least C.

334. Workshop in Translation This course focuses on specific techniques for translating various kinds of
texts (business, journalistic, scholarly, epistolary, and literary) from Russian into English, and from English
into Russian. Concentrating on the practical matter of reading and writing, the course will also include
special grammatical topics which present particular difficulties in translation, discussion of theories of
translation, and introduction to technological tools of translation. The goal of the course is to further stu-
dents language ability and provide them with useful linguistic skills. Prerequisite: 231, 232 or equivalent.
Offered every two years.

335. Popular Culture in Russia This course will examine the evolution of Russian popular cultural tradi-
tion beginning with folk tales, epics, songs, proverbs and popular theater to representations of the “low”

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Russian AREA STUDIES

genres in contemporary Russian culture including detective novels, popular tv series, cartoons and anec-
dotes. Focusing on the interplay of the “high” and the “low” cultural traditions in Russia, students will
develop methodology of cultural analysis. Prerequisite: 231, 232 or equivalent.

360. Topics in Russian Language and Literature A thorough investigation of a significant figure or major
development in Russian literature, or an extensive examination of selected aspects of the Russian language,
with emphasis on seminar reports and discussions. Conducted in Russian. Prerequisite: Russian major or
instructors permission.

The following course is offered in Moscow:

215. Moscow Summer Immersion Program A four-week course in contemporary Russian language and
culture offered at the Mendeleev University in Moscow. Students will speak only Russian during this four-
week period, and participate in intensive language classes, special lectures and field trips arranged with
Russian university instructors. Prerequisite: 116 or equivalent and permission of the department.

RUSSIAN AREA STUDIES

CONTRIBUTING FACULTY

Russell Bova, Professor of Political Science

Elena Duzs, Assistant Professor of Russian

Philip T. Grier, Professor of Philosophy, Coordinator

Christopher W. Lemelin, Instructor in Russian

Brian Pederson, Assistant Professor of Environmental Science

Michael S. Poulton, Assistant Professor of International Business and Management

Theodore Pulcini, Associate Professor of Religion

Karl D. Qualls, Assistant Professor of History

George N. Rhyne, Professor of History

Neil B. Weissman, Professor of History, Provost and Dean of the College, Russell I. Thompson Chair of
the Dean of the College

MAJOR

1. Russian Area Studies 100

2. Two courses in the Russian language beyond 116.

2. Two courses in Russian Literature: Russian 223 and 224.

3. Two courses in Russian History: History 253 and 254.

4. Political Science 253.

4, Senior Research: Russian Area Studies 490,

5. Three Russia focused electives selected from at least two different departments. Courses which can
count as electives will be indicated each semester in the course selection booklet. (Note that Russian
101, 104 and 116 will not satisfy this elective requirement).

MINOR

Option A: Language Based Minor

1. Russian Area Studies 100.

2. Russian 200.

3, Three Russia focused electives selected from at least two different departments. Courses which can count
as electives will be indicated each semester in the course selection booklet. (ote that Russian 101, 104 and

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RusstAN AREA STUDIES

116 will not satisfy this elective requirement).

Option B: Non-Language Based Minor

1. Russian Area Studies 100.

2. Five Russia focused electives selected from at least two different departments. Courses which can
count as electives will be indicated each semester in the course selection booklet. (Note that Russian
101, 104 and 116 will not satisfy this elective requirement).

SUGGESTED FOUR YEAR PROGRAM

First and Second Years: Students should, at minimum, take Russian Area Studies 100 and should begin or
continue to work on the Russian language requirements. If possible, it is a good idea to take the two
required Russian history courses (History 253 & 254) in the sophomore year.

Third and Fourth Years: Students should consult with their adviser and with Prof. Bova, the Coordinator
of the Russian Area Studies Program, for advice about course selection for the junior and senior years.

TEACHER CERTIFICATION

For information, please see the Director of Teacher Education.

HONORS IN THE MAJOR

Honors in the major is awarded to students who achieve a 3.25 overall GPA, a 3.5 GPA in the major, and
a grade of A or A- in RUSST 490.

OPPORTUNITIES FOR OFF-CAMPUS STUDY
Students are strongly advised to study in Russia for a summer, semester, or preferably, for an academic year

via Dickinson's program in Moscow. For more information on the study abroad program, visit the Russian
Area Studies website or contact any of the contributing faculty in the Russian Area Studies program.

COURSES

100. Russia and the West An introductory and multi-disciplinary survey intended to explore the relation-
ship between Russian culture and Western civilization. In the process, students will be exposed to aspects
of Russia’s history, literature, religion, philosophical traditions, music and art, politics, and economics.
Suitable for those interested in a one semester introduction to Russia, and required for those who choose
a major or minor in Russian Area Studies or Russian Language. This course fulfills the Comparative
Civilizations Distribution Requirement.

490. Senior Research Guided research on a proposal developed by the student culminating in a senior the-
sis. The proposal is to be developed in consultation with at least two faculty drawn from different depart-
ments in the program who will supervise the writing of the thesis and serve as evaluators. Prerequisite: major
standing in the Russian Area Studies.

156

SCIENCE, TECHNOLOGY & CULTURE

FACULTY

John W. Luetzelschwab, Professor of Physics
T. Scott Smith, Professor of Physics and Astronomy

COURSES

*101, 102. Scientific Investigations A series of activity-based courses in which two topics will be intro-
duced each semester that encompass a range of physical phenomena. Scientific concepts are introduced to
provide a basis for understanding of phenomena such as rainbows, cloud formation, global warming, the
development of scientific theories, and electrical brain activity. The main emphasis of the course will be on
the processes of scientific investigation, with students developing hands-on projects throughout each
semester. This course can be taken one or more times for laboratory science credit provided that new top-
ics are covered in each course. The course will meet for a total of six hours each week in a laboratory setting.

211. Science from Antiquity to the 17th Century The first half deals with Greek, Arabic, and Medieval
Latin theories of matter, motion, and growth, including the transmission of science and science education.
The latter half deals with the scientific revolution from Copernicus to Newton with attention focused on
the radical restructuring of basic assumptions about nature and method.

212. Science from Newton to Einstein Growth of quantitative methods in physical science and experi-
mental methods in biology and natural history in the 18th, 19th, and early 20th centuries. Particular
emphasis on Enlightenment and Romantic science, Darwinian evolution and genetic theory, the new
physics of relativity and quantum mechanics, and modern cosmology. Gradual separation of science from

philosophy and theology.

258. Topics in the History of Science The nature of science as a major aspect of Western civilization.
Examines science and the scientific enterprise by devoting particular attention to the following: the struc-
turing of basic assumptions about nature and method; social, cultural, and religious dimensions of scien-
tific change and discovery; noted developments in the physical and life sciences. Topics vary and will be
announced each term. Recent topics have included: The Scientific Revolution, History of the Physical
Sciences, Development of Cosmology, Science and Religion, Light in Science and Art, and
Ethnoastronomy.

260. Energy and The Environment A lecture course on the role of conventional and alternative energy
sources, nuclear energy, and nuclear weapons in modern society. Topics may include the relationship of sci-
entific principles to an understanding of the greenhouse effect, the thinning of the ozone layer, the disposal
of nuclear waste, and the technology, effects, and proliferation of nuclear weapons.

432. Senior Colloquium The senior colloquium in science will explore new developments in science as
well as philosophical, social, and ethical dimensions of the scientific enterprise. This will be a team-taught
course in which senior science majors will work with faculty members to select readings and lead discus-
sions. One-half course credit. Prerequisite: senior standing with a major in one of the natural or mathematical
sciences.

iby

SOCIOLOGY

FACULTY

Susan D. Rose, Professor of Sociology
Marvin Israel, Associate Professor of Sociology
Daniel Schubert, Associate Professor of Sociology, Chair

MAJOR

Nine courses are required, including 110, 240, 241, 330 or 331, one course above the 330 level, and 4
other courses, 2 of which may be taken outside of the major with the approval of the department. Students
must decide on a thematic focus no later than second semester junior year, and take 3 courses in their the-
matic area, one of which may be outside the department. A senior thesis is strongly recommended. New
thematic topics could include: Gender, Social Theory, Stratification, Race and Ethnicity, Deviance and
Criminology, The Family, Media. Approved course work to be decided by the department.

MINOR

Six courses, including 110, 240 or 241, and 330.

TEACHER CERTIFICATION

2 ee aaa

For information, see the Director of Teacher Education.

COURSES

110. Social Analysis Selected topics in the empirical study of the ways in which people's character and life
choices are affected by variations in the organization of their society and of the activities by which social
arrangements varying in their adequacy to human needs are perpetuated or changed.

212. Relations Between Men and Women Love and its aberrations, men’s and women’s perceptions and
treatments of one another, the nature of masculinity and femininity, homosexuality, and pornography ana-
lyzed from a sociological perspective, but drawing on a wide selection of sources in sociology, psychology,
philosophy, literature, and film.

222. Family Phenomena In both the ideal and real worlds, the family is credited with producing social
leaders and blamed for creating social misfits. Social scientists, policy makers, and writers have focused on
the family as a central and powerful social institution. This course explores the nature and role of families,
and how families vary across cultures and over time. The course will address such topics as socialization,
gender, work-family issues, and domestic violence.

224. Political Economy of the Family In this comparative course in family systems, we will study the
impact of production and politics on family life in various cultures, including Africa, Latin America, the
Far East and the United States. The course uses ethnographic studies and documentaries to illuminate the
impact of the political economy on family life, the life course, and gender roles and relationships. Various
theories of development will place the ethnographies into socio-political and historical context.

225. Urban Life The nature of the city and how it fosters cosmopolitanism and urbanity. Urban planning,
good and bad. City lifestyles contrasted with those of the suburb and country. Includes optional field trip
to New York City.

158

SOCIOLOGY

226. Race, Class, and Gender Explores the personal, intergroup, and institutional dimensions of race, class
and gender as simultaneous and interactive systems of meaning and experience. Examines theories of the
economic, social and psychological dynamics of oppression; the social construction and reconstruction of
identity; and the nature of racism, classism, and sexism. Social change strategies for eliminating oppression
are also explored.

228. Criminology This course is concerned with a wide range of issues surrounding crime and punish-
ment in society. Our main theme will be the sociology of punishment, but we will also address issues such
as images, patterns, demographics, and consequences of crime in contemporary society. We will consider
ways in which society impacts crime and punishment, as well as the ways in which crime and punishment
impact society more generally. Our approach will be interdisciplinary, drawing on materials from sociolo-
gy, philosophy, economics, history, psychology, and criminal justice.

230. Selected Topics in Sociology Courses which examine special topics in sociology and will include on
a regular basis, Italian-American Ethnicity, Jewish Ethnicity, and Political Economy of the Family.

240. Qualitative Methods This course introduces students to the theory and methods of social science
research, beginning with an examination of the philosophies underlying various research methodologies.
The course then focuses on ethnographic field methods, introducing students to the techniques of partic-
ipant observation, structured and informal interviewing, oral histories, sociometrics, and content analysis.
Students will design their own field projects. Prerequisite: At least one course in sociology, anthropology, or
American studies. This course is cross-listed as Anthropology 240.

241. Quantitative Data Analysis This course focuses on quantitative data analysis. Students will learn how
to design, code, and analyze interviews and surveys. Selected databases and statistical programs will be used
to analyze current social issues and compare samples. Prerequisite: At least one course in sociology, anthro-
pology, or American studies. This course is cross-listed as Anthropology 240.

300. Deviant Behavior and Social Control Critical examination, through original works by Merton,
Parsons, Cohen, Cloward, Matza, McHugh, Blum, and others, of the two major contrasting approaches
in American sociology to the theoretical explanation of delinquency and crime. Crime and evil will also be
examined by using Plato to reflect on the Holocaust.

310. Gender and the Media This course is concerned with a wide range of issues surrounding gender and
the media. We will consider interpretations of gender both as essence and as construction, and we will
examine the role of the media in contemporary culture. Finally, we will examine the representation of gen-
ders in the media as well as representations of gender by the media. Prerequisite: Either 110, 222 or 224;
or work in Art History or Womens Studies.

330. Classical Sociological Theory This course will examine alternative ways of understanding the human
being, society, and culture as they have been presented in classical sociological theory (through 1925). It
will focus on the theoretical logic of accounting for simple and complex forms of social life, interactions
between social processes and individual and group identities, major and minor changes in society and cul-
ture, and the linkages between intimate and large-scale human experience. Prerequisite: 110.

331, Contemporary Sociological Theory This course will examine alternative ways of understanding the
human being, society, and culture as they have been presented in contemporary sociological theory (1925-
present). It will focus on the theoretical logic of accounting for simple and complex forms of social life,
interactions between social processes and individual and group identities, major and minor changes in soci-
ety and culture, and the linkages between intimate and large-scale human experience. Prerequisite: 110.

370.Postmodernism, Culture, and Communication This course will examine postmodernism as both an
intellectual development and a cultural condition. In doing the former we will analyze the works of “post-
modernists” such as Foucault, Lyotard, and Baudrillard. For the latter, issues such as the relationship
between self and identity, the rise of the information society, and the development of the surveillance soci-
ety will be examined. Prerequisite: Sociology 330 or permission of instructor.

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SOCIOLOGY/SPANISH & PORTUGUESE

390. Sociology Seminar A specialized seminar, intended to relate a broad area of theoretical concern to the
problems and procedures of current research. Regularly offered topics: American Society; Art and Society;
Eating Disorders and Health; Sociology of Religion; Postmodernism, Culture, and Communication.
Prerequisite: permission of the instructor.

395. Senior Thesis Independent study, in consultation with a specially constituted faculty committee, of
a problem area chosen by the student. The student should, in addition to pursuing his/her own interests,
also seek to demonstrate how various perspectives within sociology and, where relevant, other disciplines
bear on the topic chosen.

SPANISH & PORTUGUESE

FACULTY

Alberto Rodriguez, Associate Professor of Spanish

Mark C. Aldrich, Associate Professor of Spanish, Chair

Grace L. Jarvis, Senior Lecturer in Spanish (Director of Malaga Program 2000-04)
Cathleen E. Anderson, Assistant Professor of Spanish and Portuguese
Noel Luna, Assistant Professor of Spanish

Susana P. Liso, Assistant Professor of Spanish

Abraham Quintanar, Assistant Professor of Spanish

Begona Toral Aleman, Instructor in Spanish

Oscar Robles-Cereceres, Visiting Instructor in Spanish

Nestor E. Rodriguez, Visiting Instructor in Spanish

Beatriz C. Quintero, Part-time Instructor in Spanish

Amy Emery, Part-time Instructor in Spanish

CONTRIBUTING FACULTY

Marcelo Borges, Assistant Professor of History
J. Mark Ruhl, Glenn E. and Mary Line Todd Professor of Political Science

SPANISH

MAJOR

Eleven courses numbered 200 and above (including 241 or 261, 242, 243 and 410), at least ten of which
must have been conducted in the Spanish language. No more than two language skill courses may be
applied to the major. (i.e. 200 and 231, language tutorial in Malaga.) Only one course in English related
to Hispanic themes can count towards the major. This course can be taken with a FLIC option. Before
taking the Topics or the Seminar, the student should complete two courses in the 300 level.

For Majors Intending Off-Campus Study and Transfer Students: Regardless of the amount of transfer
credit or off-campus study credit earned, a student majoring in Spanish must complete a minimum of five
courses on campus. Of these five, at least two regular courses must be completed during the senior year.
The student is responsible for scheduling course work or independent study which will cover those mas-
terpieces of Spanish and Spanish-American literature which have been specified by the department. A com-
plete list of these masterpieces and the courses which cover them may be obtained from the department.

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MINOR

Six courses numbered 200 or above, including 241, 242, 243 and one course in the 300 level. Students
normally will take two language skill courses in the 200 level towards the minor. Exceptions can be made
by permission of the Chair.

SUGGESTED FOUR YEAR PROGRAM

First Year: 231, 240, 243

Second Year: 241, 242, 300-level

Third Year: Junior Year Abroad, or 200-level courses not taken in second year. 300-level courses may also
be taken in the third year.

Fourth Year: 300 and 400-level courses, including 410

NOTE: The courses for the Spanish major should be carefully planned in consultation with the student's
major adviser.

‘TEACHER CERTIFICATION

For information, see the Director of Teacher Education

INDEPENDENT STUDY

This is an opportunity to explore individually an area of special interest to the student within the disci-
pline. It is normally arranged through individual contact between the student and the professor involved
in the semester preceding the actual project, and approved by the Chairperson of the department.

OPPORTUNITIES FOR OFF-CAMPUS STUDY

Dickinson offers fall semester or full year programs at the University of Malaga, Spain. This program is
intended to enhance and enrich the strong Spanish major the student has initiated on the Carlisle campus.
Students wishing to study in Latin America may take advantage of Dickinson's program in Querétaro,
Mexico. Information is available from faculty in the Spanish Department or the Office of International
Education.

NOTE: Spanish majors going abroad should carefully plan their course schedule with the assistance of their
faculty adviser.

(COURSES

*101, 104. Elementary Spanish An intensive study of the fundamentals of Spanish grammar, with special
attention given to pronunciation and oral expression. Composition and literary and cultural readings.

116. Intermediate Spanish Review of Spanish syntax. Introduction to conversation and composition
through selected cultural and literary readings. Prerequisite: 104 or the equivalent.

231. Spanish Conversation and Composition Careful attention to grammar and style as seen in short sto-
ries and articles and in compositions written on a periodical basis by the students. Advanced practice in
the oral aspects of the language based on everyday situations, Prerequisite: 116 or the equivalent.

240. Advanced Grammar The course will review the more problematic grammatical structures which stu-
dents have difficulty in understanding. The development of skills in reading, composition, and oral expres-
sion will be an important element of this course along with vocabulary enrichment. The purpose of the

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course is to equip the student with the langauge level necessary for taking courses in Hispanic literatures
and cultures. Prerequisite: 116 or the equivalent.

241. Aspects of Spanish Civilization In-depth study of several aspects of Spanish civilization, Attitudes,
values, and mores as manifested in their history and their artistic achievements. Oral and written reports
concerning some cultural aspects. Prerequisite: 231 or the equivalent.

242. Aspects of Latin American Culture A selective study of important Latin American cultural trends
and values from the pre-Columbian period to the present. Emphasis on the Latin American versions of key
Western-period terms such as Renaissance, baroque, the Enlightenment, romanticism, and avant-garde
approaches and on locally generated movements such as Modernismo, Arielismo, Indigenismo, etc. Some
literary selections and artistic works are selectively introduced in order to illustrate the cultural trends under
study. Prerequisite: 231 or the equivalent.

243. Introduction to Literary Criticism in Spanish An introduction to text analysis, methods, and Spanish
terminology of literary criticism. Peninsular and Spanish American texts from different periods are used as

primary references. Students are encouraged to apply the concepts learned to concrete texts. Prerequisite:
241 or 242 or the equivalent, or 231.

310. Studies in Medieval Texts This course is designed to provide coverage of canonical and non-canon-
ical texts of Spanish medieval literature from the Muslim conquest to the 15th century. Emphasis will be
given to literary works (mostly in modernized versions) that represent Spain's pluralistic society of
Christians, Muslims and Jews. Prerequisite: 243 or the equivalent.

311. Studies in Pre-Columbian and Colonial Texts This course will cover representative pre-colonial and
colonial texts including “crénicas,” “cddices,” indigenous “writing” systems, historical narratives, epic and
baroque poetry and travel writing. The course will situation genres within broader western cultural mani-
festations and early national identity projects. Prerequisite: 243 or the equivalent.

320. Studies in Spanish Golden Age Texts This course will present the diversity of Spanish literature dur-
ing its moment of greatest achievement. The evolution of various genres will be studied, and various works
by writers such as Cervantes, Lope de Vega, Calderén, Géngora, Quevedo and others will be read. The
purpose is to acquaint the student with works that have had a significant impact on Spanish culture and
literature. Prerequisite: 243 or the equivalent.

321. Studies in Late-Colonial and Nineteenth-Century Latin American Texts This course will involve
the study of the major essays, poems and novels produced during the period of Latin American indepen-
dence. Emphasis will be on how these genres imagined national and hemispheric identity projects as well
as the importance of creating a “culture” apart from its European other.

330, Studies in Eighteenth- and Nineteenth-Century Spanish Texts A study of the works of the main fig-
ures in Spain during the 18th century (Neoclassicism and Enlightenment) and 19th century
(Romanticism, Realism, and Naturalism). Readings will include poetry, novels, essays, and plays; the focus
will be on the evolution of the genres as well as the influence of the literature in changing the political, eth-
ical and aesthetic parameters of Spanish society. Prerequisite: 243 or the equivalent.

331. Studies on Latin American Modernismo and Vanguardias This course will analyze major literary and
cultural trends in Latin America from 1890 to 1940. Emphasis will be given to poets such as Rubén Dario,
José Marti, Delmira Agustini and Luis Palés Matos; or to specific cultural phenomena such as the debates
on “nation” and “race” in the post-1898 Hispanic Caribbean. Other possible topics include the relation
between Avant-Garde movements and regional literary utopias such as Peruvian “indigenismo,” or “poesia
afroantillana” from Cuba and Puerto Rico. Special attention will be paid to the connection of poetry and
politics in early twentieth-century Latin America. Prerequisite: 243 or the equivalent.

340. Studies in Contemporary Spanish Texts This course offers students highly focused approaches to
contemporary Spanish literary texts. The course will usually be oriented towards the study of a particular
period, but may also include a particular literary genre or theme as an organizing principle. A wide range

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of authors will be included, with an emphasis on major figures who have received substantial critical scruti-
ny. Attention to both textual analysis and relevant cultural, social, and historical contexts will be empha-
sized. Prerequisite: 243 or the equivalent.

341. Studies in Contemporary Spanish American Texts This course will analyze major cultural and liter-
ary trends in Spanish America from the 1940s (following the vanguardia) until the present. While all gen-
tes will be studied in this course, emphasis will be given to the fiction written during the Boom and the
Post-Boom periods. Prerequisite: 243 or the equivalent.

350. Studies in Latino Texts This course provides a literary and interdisciplinary examination of the Latina
and Latino experience in the United States. Students will become familiarized with various theoretical per-
spectives on the artistic, social, political, and economic condition of Latinos as producers of American cul-
ture. Attention will be given to understanding the ties between literary and social transformation in the lit-
erature of Latinas and Latinos. Prerequisite: 243 or the equivalent.

400. Topics in Hispanic and Luso-Brazilian Studies Study of significant cultural, literary, and historical
topics concerning the Spanish and/or Portuguese speaking world. Peninsular and Latin American topics
alternate on a yearly basis. Some topics offered in past years were: Latin America as a Colonial Province,
Sephardic Culture and Civilization, History and Civilization of Mexico, and History and Civilization of
Brazil. Specific topics to be announced before registration. Prerequisite: permission of the instructor. One-half
or full course. (Also listed as Portuguese 381.)

410, Seminar in Hispanic Literature A thorough investigation of major figures or important literary trends
in Hispanic literature which were not covered by the majors in previous courses. The majors will work on
a semi-independent basis with a particular instructor and will present reports to the seminar and partici-
pate in subsequent discussions. Emphasis on methods of literary research. Prerequisite: 243 and major or
minor standing in Spanish.

The following courses are offered in Malaga:

200. Malaga Summer Immersion A five-week course in contemporary Spanish language and culture
offered at the University of Mélaga, Mdlaga, Spain. Students will reside with Spanish families, speak only
Spanish during this five-week period, and participate in intensive language and culture classes, special lec-
tures, and field trips arranged by Dickinson in cooperation with the Cursos para Extranjeros of the
University of Malaga. Prerequisite: 116 or equivalent and permission of the department.

251. Language Tutorial Oral practice and written compositions on a variety of topics including the stu-
dents’ first-hand encounters with key aspects of Spanish society. This course functions as an intensive lan-
guage laboratory on location in the city. Offered only at the Dickinson Study Center in Mdlaga.

261. Andalusian Society and Culture Distinctive features of the Andalusian cultural tradition and value
system against the backdrop of Iberian especially Castilian history and culture. Study of Andalucia’s
Roman, Judeo-Christian, and Arabic roots with emphasis on on-site analysis of local folklore. Offered only
at the Dickinson Study Center in Mdlaga. Offered in the fall semester.

271. Spanish and Hispanoarab Art An overview of Spanish art followed by an emphasis on the
Hispanoarab art of Andalucia. Offered only at the Dickinson Study Center in Médlaga. Offered in the fall

semester.

371. Literary Analysis of Hispanic Texts An in-depth study of texts analyzing poetry, prose, and theater
of a specific period or genre; for example generation of 1927, using critical-methodology. Offered only at
the Dickinson Study Center in Mdlaga.

381. Topics in Hispanic Studies Study of significant cultural, literary, and historical topics concerning the
Spanish-speaking world. Peninsular and Latin American topics may be offered. Specific topics to be
announced. Offered only at the Dickinson Study Center in Malaga.

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SPANISH & PORTUGUESE/ THEATRE & DANCE

PORTUGUESE

Neither a major nor a minor program is offered in Portuguese. Students may take significant course work
on the language, culture, and literature of the Luso-Brazilian world through regular courses, tutorial and
independent studies. Any student who has studied Portuguese should contact the department for appro-
priate placement.

COURSES

*101, 104. Elementary Portuguese An intensive study of the fundamentals of Portuguese grammar, with
special attention given to pronunciation and oral expression. Composition and literary and cultural read-
ings.

116. Intermediate Portuguese Review of Portuguese syntax. Introduction to conversation and composi-
tion through selected cultural and literary readings. Prerequisite: 104 or the equivalent.

231. Portuguese Conversation and Composition Advanced practice in oral and written Portuguese. In-
class work focuses primarily on oral practice through presentations and class-wide discussions of these pre-
sentations, of current events, readings and films, as well as small group practice emphasizing everyday sit-
uations. Out-of-class work focuses on writing and revision of compositions with emphasis on both gram-
mar and style. Prerequisite: 116 or the equivalent.

381. Topics in Hispanic and Luso-Brazilian Studies Study of significant cultural, literary, and historical
topics concerning the Spanish and/or Portuguese speaking world. Peninsular and Latin American topics
alternate on a yearly basis. Some topics offered in past years were: Latin America as a Colonial Province,
Sephardic Culture and Civilization, History and Civilization of Mexico, and History and Civilization of
Brazil. Specific topics to be announced before registration. Prerequisite: permission of the instructor. One-half

or full course. (Also listed as Spanish 400.)

In addition to the above offerings, Portuguese is offered on a tutorial basis.

THEATRE & DANCE

FACULTY

Todd Wronski, Professor of Theatre, Chair

Amy Ginsburg, Associate Professor of Dance (on leave 2002-03)

Karen E. Lordi, Associate Professor of Theatre (on leave 2002-03)

Stephanie Thibeault, Visiting Assistant Professor of Dance

Tracy Anderson, Visiting Instructor in Theatre

Jim Lartin-Drake, Designer and Technical Director

Marcia Dale Weary, Artistic Director of the Central Pennsylvania Youth Ballet
Sherry Harper-McCombs, Resident Designer

Major: THEATRE ARTS

All majors take a six course “core” requirement, which includes: 101, 203, 205, 206, 208 and one course
in dance technique: 200. A student may choose from three options to complete the major. For
Acting/Directing Emphasis: 303, 305, 313 and two approved courses in dramatic literature, one of which
must be substantially pre-1800 in its content. For Dance Emphasis: 102, 104, 204 and two course credits
in dance technique. For Literature Emphasis: 313 and four approved courses in dramatic literature, at least

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THEATRE & DANCE

one of which must have a pre-1800 focus. Students majoring in the department are expected to partici-
pate in co-curricular programs.

MINOR

Six courses, including 206 or 208, a course in dance technique and two from the following courses: 101,
102, 104, 313. Also one approved course in dramatic literature and one approved course in studio perfor-
mance.

Co-CURRICULAR PROGRAMS

THE MERMAID PLAYERS

Student co-curricular organization in theatre which produces three major productions annually in collab-
oration with the Department of Theatre and Dance. Membership and voting privileges are open to all stu-
dents who meet established membership criteria. Auditions for productions are open to all students.

DANCE THEATRE GROUP

Student co-curricular organization in dance which produces fall and spring concerts of choreography cre-
ated by students, faculty and guest artists in collaboration with the Department of Theatre & Dance.
Membership is open to all students who meet established criteria. Auditions for dance concerts are open
to all students.

THE FRESHMAN PLAYS

A program of one-act plays presented each fall by student directors with freshman students in the casts.
LaB SHOWS

A laboratory program sponsored by the Mermaid Players to encourage and provide for a series of experi-
mental productions.

COURSES

101. Introduction to Theatre A course designed to encourage an understanding and appreciation of the-
atre as an art form. Aesthetic foundations of theatre are explored, as well as the role of various theatre prac-
titioners in the creation of today’s theatre. The course surveys the evolution of theatre through major time
periods, exposing students in the process to various types of dramatic literature and theatrical practice.

102. Dance and Culture Designed for students with little or no previous knowledge about dance, this
course examines both theatrical and non-theatrical forms of dance in historical and cultural contexts.
Through readings, discussion, lectures, studio experiences, and viewing live and videotaped performances,
the course focuses on the conceptual components of dance while tracing the development of concert dance
and exploring various styles and purposes of dance in society.

104, Dance History An in-depth historical exploration of ballet, modern dance, and theatrical dancing in
Europe and America. The course examines the cultural forces affecting the development of these forms,
their origins in Greece and Roman spectacle, and the contributions of the major figures (choreographers,
teachers, etc.) in the field.

108, 109. Introduction to Ballet Instruction in classical ballet technique along with a study of ballet as a
performing art. Each carries .5 academic credit and I PE block.

111, 112; 211, 212; 311, 312; 411, 412. Ballet Instruction I, II, III, [V Open to students with previous

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experience in ballet who wish to continue ballet instruction at one of four levels: I. the basic level; II. the
intermediate level, open to students who demonstrate a basic technique; III. the advanced level, open to
students who demonstrate substantial technical skill; IV. the performance level, open to students compe-
tent to perform ballet. One-half or one course may be taken each semester. Placement by audition at the
Central Pennsylvania Youth Ballet, where all classes are held. Each course may be repeated for credit with
permission of the instructor. These courses do not fulfill distribution requirements. Students may take these
courses for .5 academic credit and 1 PE block (this is designated with -O1) or for 1 full academic credit and I
PE block (this is designated with -02).

121, 122; 221, 222; 321, 322. Modern Dance I, II, and III Studio courses in modern dance offered at
three levels: I. the basic level, which assumes no previous dance experience; II. the intermediate level, open
to students who demonstrate basic accomplishment in dance technique; III. the advanced level, open to
students who demonstrate substantial technical skill. All courses will explore the principles of modern
dance, emphasizing body awareness and the expressive use of weight, space, and time. Materials will be
selected from a variety of contemporary dance techniques to promote performance of a range of movement
dynamics, as well as musicality, strength, flexibility, and improved body alignment. Each course may be
repeated for credit with permission of the instructor. Each carries .5 academic credit and 1 PE block.

123, 124; 223, 224; 323, 324. Jazz Dance I, II, and III Studio courses in jazz dance offered at three lev-
els: 1. the basic level, which assumes no previous dance experience; II. the intermediate level, open to stu-
dents who demonstrate basic accomplishment in dance technique; III. the advanced level, open to students
who demonstrate substantial technical skill. All courses will focus on the movement vocabulary and
dynamics of jazz dance. Elements of rhythm, body isolations, and various styles of jazz technique will be
emphasized. Each course may be repeated for credit with permission of the instructor. All are one-half courses.

125. International Dance This course will introduce the movement vocabulary and performance tech-
niques of dance form(s) from different cultures. In this studio-based course, students will develop their
skills as performers of specific styles/forms of dance from around the world. The historical and cultural sig-
nificance of the dance form(s) will also be addressed. Carries .5 academic credit and 1 PE block.

200. Fundamentals of Dance An introduction to the predominant western theatrical dance forms of bal-
let, modern, and jazz dance, this course emphasizes development and practice of the movement skills and
basic dance vocabulary that characterize these dance forms. This studio based course explores aesthetic
frameworks through direct, personal engagement in both doing dance and viewing dance. Selected read-
ings, viewing of live and videotaped performances, and occasional lectures concerning the historical and
cultural contexts in which these forms have developed, will augment the studio work. Carries 1 academic

credit and 1 PE block.

203. Acting An introduction to the principles and theories of acting combined with practical exercises and
scene performance.

204. Fundamentals of Choreography Direct studio experience with the tools of generating and shaping
movement to create dances improvisation and the fundamentals of composition will be augmented by
analysis of dances seen on videotape and in live performance. The course explores the use of space, time,
and energy in the creation and manipulation of movement material for artistic expression, and examines
the aesthetic dimensions of the art of dance. Prerequisite: permission of the instructor; one studio course in
dance is recommended.

205. Directing A study of the major techniques employed by stage directors. Visual theory, text analysis,
collaborative techniques, and organizational strategies are examined and applied in class exercises includ-
ing the direction of scenes. Prerequisite: 203.

206. Topics in Design for the Theatre A studio course exploring the elements and principles of design
and their application to areas selected from costume, lighting, scenic, and sound design for the theatre.
Projects will focus on script analysis and research as a means of developing conceptual visions based on a
text, Basic skills in drawing, painting, drafting, and model making will be developed as visual communi-

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THEATRE & DANCE

cation tools. Offered fall semester only.

208. Topics in Technology for the Theatre A course of study in the theoretical basis and practical appli-
cations of the major technologies that support contemporary theatrical and dance productions. Projects
focus on design analysis in terms of physical production. In class, students explore the properties of the-
atrical tools, methods, and materials. The laboratory experience places this knowledge in the practical con-
text of actual theatre and dance production. Topics will be selected from the following: costume shop oper-
ations, scenery and stage properties construction, stage lighting, and sound production technology. Offered
spring semester only,

220. Dance Repertory A laboratory experience in the creation and performance of dance for the concert
stage. Under the guidance of faculty or guest professional choreographers, students will explore the inter-
pretive processes by which dances are created. NOTE: This course carries .5 credit (graded credit/no
credit)and 1 PE block. Prerequisite: permission of the instructor based on an open audition process. Co-requi-
site: 200, or a dance technique course and/or participation in weekly Dance Theatre Group company class.

302. Special Topics in Theatre and Dance An examination of selected aspects of theatrical experiment,
theory, and practice. Topics chosen at the discretion of the instructor and in consultation with students,
e.g., advanced study in various aspects of production, design, performance, and staging as well as special
topics in dramatic literature, history, and theory.

303. Advanced Acting An in-depth examination of the process of acting. Technical, interpretive, and psy-
chological aspects are explored through reading, exercises, and scene performances. Major theories of act-
ing are presented and discussed in the context of developing a workable, individualized approach to act-
ing. Prerequisite: 202, 203.

304. Applied Choreography This course will focus of the principles of choreography as they may be
applied to the development of original dance works for inclusion in the fully produced, mainstage Dance
Theatre Group Spring Concert. Through weekly workshop/discussion sessions, readings, and rehearsals,
selected elements of dance composition as well as issues of aesthetic perception and articulation are
explored. The processes involved in generating movement material, running constructive and creative
rehearsals, and working with lighting aid costume designers, are our primary concerns. The course work
will include an audition showings, production of the dances, and the final performance. One-half course.
Prerequisite: Permission of the instructor; 200, 204, 220 are recommended

305. Advanced Directing An inquiry into the process of translating a play from the printed text to the live
stage. Detailed analytical techniques and major directorial theories are examined through readings, class
discussion, and written assignments. Each student directs a one-act production under advisement of the
instructor. Prerequisite: 205 and 206 or 208.

313. Theatre History Seminar An intensive investigation of theatre in its various historical contexts with-
in a seminar structure. Selected eras of Western Theatre are examined in depth, as are various non-western
theatrical traditions. Prerequisites: 101 or permission of instructor:

314 Topics ifi Dance Advanced study in dance history or dance ethnology. Prerequisite: 102, 104.

495, Senior Project A culminating experience for students completing the Theatre major with emphasis
in Dramatic Literature, Acting/Directing, or Dance. The specific nature of projects will be determined on
an individual basis, but all senior projects will consist of at least two of the following: a) scholarship, b)
technical/predtietion work, and c) performance. Prerequisite: Senior major status.

The following cotirse is offered in summer semester in England program:

110, Theatre in England A topics course in the history and performance of drama which uses perfor-
mances in and expertise of the theatrical world in London as resources for its study. Taught only in the

Summer Semester in England program.

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THEATRICAL DESIGN

Inter-arts major in coordination with the Department of Art & Art History and the Department of
Theatre & Dance.

Theatrical design is an interdisciplinary major from which a student may develop the visual and analytical
skills and tools required for the effective expression and communication of theatrical design concepts.
Topics concerning the dramatic manipulation of color and texture, light, form, sound, and three dimen-
sional spatial organization are studied from the perspective of both theatre and art & art history.

FACULTY

Members of the Department of Art & Art History and the Department of Theatre & Dance.

PRINCIPAL ADVISERS:

Ward Davenny, Associate Professor of Art
Jim Lartin-Drake, Designer and Technical Director

MAJOR

14 courses

From Art & Art History:

102,122,123; 222, 227,230; 314

From Theatre & Dance:

205 or 200, 206 (two courses), 208 (two courses), 313, and one approved course in dramatic literature.

For course descriptions, see Art & Art History and Theatre & Dance.

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WoMEN’s STUDIES

WOMEN’S STUDIES

FACULTY

Gisela Roethke, Associate Professor of German and Women’s Studies, Chair

Amy E Farrell, Associate Professor of American Studies and Women’s Studies (on leave 2002-03)
Heather Merrill, Assistant Professor of Geography and Women's Studies

Julie A. Winterich, Assistant Professor of Women’s Studies

CONTRIBUTING FACULTY

Chuck Barone, Professor of Economics

William Bellinger, Associate Professor of Economics

Linda Chalk, Assistant Director of Counseling Services

Mara Donaldson, Professor of Religion (on leave 2002-03)

Susan M. Feldman, Professor of Philosophy (on leave Spring 2003)

Amy Ginsburg, Associate Professor of Dance (on leave 2002-03)

Ann M. Hill, Associate Professor of Anthropology

Carol Ann Johnston, Associate Professor of English, Martha Porter Sellers Chair in Rhetoric and the
English Language (on leave 2002-03)

Stephanie Larson, Associate Professor of Political Science

Andrea Lieber, Assistant Professor of Religion

Lisa Lieberman, Associate Professor of History (on leave 2001-03)

Nancy C. Mellerski, Professor of French

K. Wendy Moffat, Associate Professor of English

Robert D. Ness, Associate Professor of English

Sharon O’Brien, James Hope Caldwell Professor Of American Cultures and Professor of English and
American Studies

Kim Lacy Rogers, Professor of History

Susan D. Rose, Professor of Sociology

Daniel Schubert, Assistant Professor of Sociology

Tyra L. Seldon, Assistant Professor of English and American Studies

Jennifer Spear, Assistant Professor of History

Sharon Stockton, Associate Professor of English (on leave Fall 2002)

Regina M. Sweeney, Visiting Assistant Professor of History

Rae Yang, Associate Professor of East Asian Studies (on leave 2002-03)

MAJOR

Interested students should consult the Coordinator of Women’s Studies as quickly as possible to ensure the
development of a coherent program of study.

All Women’s Studies majors will take nine courses and one faculty-sponsored internship. The following are
the required core courses: “Introduction to Women’s Studies” (WOMST 200); “Methods in Women’s
Studies” (WOMST 250) OR an approved course in another department; “Topics in Women’s Studies”
(WOMST 300); “Senior Seminar in Women’s Studies” (WOMST 400). Students must also take one
course focusing on Feminist Perspectives: “History of American Feminism” (WOMST 200) OR
“Philosophy of Feminism’ (WOMST 210) OR “European Feminism” (WOMST 230). Students also
need to take one course on the Cross Cultural Study of Women: “Cross Cultural Perspective on Gender’
(WOMST 217) OR “Biosocial Aspects of Female Sexuality” (WOMST 218) OR “Political Economy of
the Family” (SOCIO 224). Students must also take three electives.

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WOMEN'S STUDIES

In addition, all majors will participate in a faculty-sponsored internship related to the students interest in
Women’s Studies. The academic adviser for the internship will be one of the contributing Women’s Studies
faculty; the academic component will apply some aspect of the history and theory of women’ studies to
the work experience.

Students must also develop, in consultation with the Women’s Studies Adviser, a three course thematic,
drawing from the above courses, focusing on some particular area of women’s studies. Areas of concentra-
tion might include: Sexuality and Gender; Cross Cultural Study of Gender; Global Feminism; Diversity

and Feminism; Feminist Perspectives on Literature; Race, Ethnicity and Women; Class Issues and Gender,

MINOR

Students wishing to pursue a minor in Women’s Studies should contact the Coordinator of Women's

Studies.

All Women’s Studies minor students will take five courses and a faculty-sponsored internship. The cours-
es include “Introduction to Women’s Studies” (WOMST 200); one course focusing on feminist perspec-
tives (“History of American Feminism” - WOMST 220 OR “Philosophy of Feminism” - WOMST 210
OR “European Feminism” - WOMST 230); one course on the cross-cultural study of women (“Cross-
Cultural Perspectives on Gender” - WOMST 217 OR “Biosocial Aspects of Female Sexuality” - WOMST
218 OR “Political Economy of the Family” - SOCIO 224); and two electives. In addition, all majors will
participate in a faculty-sponsored internship related to the student's interest in Women’s Studies. The aca-
demic adviser for the internship will be one of the contributing Women’s Studies faculty; the academic
component will apply some aspect of the history and theory of women’s studies to the work experience.

SUGGESTED FOUR YEAR PROGRAM

First and Second Years: Women’s Studies 200; Women’s Studies 250; a course on feminism; a course on
cross-cultural study of feminism; one or two electives

Third Year: Women’s Studies 300; one or two electives; possible internship; possible study abroad

Fourth Year: Women’s Studies 400; internship and/or elective as needed

INTERNSHIPS

All majors will participate in a faculty-sponsored internship related to the student's interest in Womens
Studies. The academic adviser for the internship will be one of the contributing Women’s Studies faculty
or contributing faculty; the academic component will apply some aspect of the history and theory of
women’s studies to the work experience.

COURSES

101. Topics in Women’s Studies This course will focus on specific topics within women’s studies in the
humanities, such as women and literature; women and the arts; women’s voices across culture. This course
will fulfill either a Division I.a. or a Division I.b. distribution requirement, depending upon. topic.

102. Topics in Women’s Studies This course will focus on specific topics within women’s studies in the
social sciences, such as girlhood and adolescence, women and popular culture; coming of age from cross-
cultural perspectives; women and diversity; women and work. This course will fulfill the Division IT distri-
bution requirement.

200. Introduction to Women’s Studies This is an interdisciplinary course, integrating literature, econom-
ics, sociology, psychology, and history. The focus will be primarily on the representation and experience of
women in American society in the 19th and 20th centuries, with attention to issues like gender roles, the
family, work, sexuality, race, class, and feminism. This course will fulfill the Division II distribution require-

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WoMEN’s STUDIES

ment, Prerequisite: one semester of college study, with preference given to sophomores.

201. Topics in Women’s Studies This course will focus on specific topics within women’s studies in the
humanities, such as women and literature, women and the arts, women’s voices across culture.

202. Topics in Women’s Studies This course will focus on specific topics within women’s studies in the
social sciences, such as girlhood and adolescence; food, gender, and dieting; women and popular culture;
women and diversity; women and work.

210. Philosophy of Feminism See course description with Philosophy 210 listing.

217. Cross-Cultural Perspectives on Gender See course description with Anthropology 217 listing. Offered
every other year.

218. Bio-Social Aspects of Female Sexuality See course description with Anthropology 218 listing. Offered
every other year.

219. Geography of Gender See course description with Anthropology 219 listing. Offered every two years.

220. History of American Feminism This course will emphasize such topics as the 19th century womens
movement, the suffrage movement, radical and liberal feminism, and African-American feminism. We will
pay particular attention to the diversity of women's experiences in the United States and to women’s mul-
tiple and often conflicting responses to patriarchy and other forms of oppression. Prerequisite: One course
in Women's Studies or history or permission of the instructor.

230. European Feminism Studies in the history of European feminist movements, their political and cul-
tural expressions, and how they interconnect with other contemporary social and cultural movements in
Europe and the U.S.A. Prerequisite: Women's Studies 200 or permission of the instructor.

250. Methods in Women’s Studies This course will provide an intensive workshop introducing students
to a range of methods and theories drawn from different disciplines for the study of gender and women's
lives, Students will return to these methods and theories in greater depth in 400. Prerequisite (or corequi-
site): 200.

300. Topics in Women’s Studies This course will focus on specialized topics within Women’s Studies, such
as women and creativity; women and film; health issues for women; global feminism; and feminist the-
ologies. Prerequisite: Women's Studies 200 or permission of instructor.

400. Senior Seminar in Women’s Studies All topics will draw upon the knowledge of the history and the-
ories of feminism and will be interdisciplinary in nature. Prerequisite: Permission of the instructor.

171

SPECIAL APPROACHES TO STUDY

* Tutorial Study

* Independent Study and Research

* Candidacy for Honors in the Major

* Integrated Independent Study/Research
¢ Foreign Language Integration Option

* Special Majors

Independent research and study, internships, special majors, and tutorial study encourage Dickinson stu-
dents to pursue individual academic interests and allow students with the requisite ability and motivation
to undertake more self-directed programs of study under faculty guidance.

TUTORIAL Stupy, INDEPENDENT STUDY AND RESEARCH

The following options describe programs of tutorial study, independent study, and research possible in any
academic area in which faculty have training and in which the student has the approval of the appropriate
department or coordinating faculty committee. These general guidelines may vary among individual pro-
grams.

Tutorial Study Tutorial study is occasionally approved for students who, by agreement with the instructor,
need to take a course listed in the bulletin on a one-to-one or limited enrollment basis. Such a need might
be justified in the case of a course which is offered only on an alternate year basis or at some other fre-
quency which would not allow for the completion of the student’s program. Approved tutorial studies are
registered for during the normal add/drop period in the Registrar’s Office.

Independent Study and Research for Freshmen Freshmen who, on the basis of advanced placement, have
qualified for credit in an introductory course (except foreign language courses below 230 and such other
courses as may be designated by the departments) and desire to work more extensively at the survey or
principles level of a discipline may enroll for a tutorially-directed course or half-course in independent
study within the same body of knowledge.

A freshman who wishes to take a second independent study, or a course of independent study or research
on terms available to sophomores, juniors, and seniors, must petition the Committee on Academic
Standards, with supporting statements from the academic adviser and proposed supervisory instructor.

Independent Study for Sophomores, Juniors, and Seniors Independent studies allow a student to pursue
an academic interest outside the listed course offerings. The study may include experimental work and
reading and may culminate in several short papers, a single paper, or any other project acceptable to the
supervising faculty member and the student. The work may be supervised by one instructor or several
instructors from one department or several departments. Such interdepartmental studies must be approved
beforehand by the Committee on Academic Standards. Sophomores may undertake one study or one inde-
pendent research course and may, with the support of the student's academic adviser, petition the
Committee on Academic Standards for permission to take two independent studies or independent
research courses in one semester. Juniors and seniors may undertake two such courses without special
approval and may petition the Committee on Academic Standards for additional independent study or
research courses. In addition, the student must have a cumulative average of 2.00 or the permission of the
Committee on Academic Standards.

Independent Research for Sophomores, Juniors and Seniors Independent research allows a student to
pursue an academic interest beyond the listed course offerings. The project should be designed as original
research and practice in presenting the results of an investigation. This pursuit must culminate in the stu-
dent’s own contribution to a discipline, whether in the form of fully-supported conclusions or in the form
of a creative effort. Students may initiate a research project independently or in consultation with super-

172

SPECIAL APPROACHES TO STUDY

vising faculty from one or several departments. The final project must be presented to the advising facul-
ty no later than two weeks prior to the end of the evaluation period. The program may be elected for a
maximum credit of four full courses. Programs of independent research involving more than two such
courses per semester must be approved by the Committee on Academic Standards.

Candidacy for Honors in the Major Students participating in the independent research program described
above shall be eligible to be voted honors in the major on the completion of the program. In assessing each
candidate, the departments may conduct comprehensive examinations or may invite outside examiners. If,
in the judgment of the department, a candidate meets the standards for graduation with honors, the proj-
ect shall be so designated.

Honors in the Major Honors in the major are conferred at graduation upon students who meet the depart-
mental standards for graduation with honors. Honors are achieved through independent research and
study in the department.

Integrated Independent Study and/or Independent Research for Juniors and Seniors This provision
allows a student, with the guidance of his or her major department and any supporting departments, to
plan an entire program either for the last two years of study or for the senior year. The program, which
must be approved by the Committee on Academic Standards, may combine independent study, inde-
pendent research, and course participation. Work under the program normally proceeds without grade,
but, upon the student’s completing the plan, the supervising department will prepare a precise description
of the work accomplished and an evaluation of its quality which will become part of the student’s perma-
nent record.

FOREIGN LANGUAGE INTEGRATION OPTION

A number of courses are designated each semester as carrying the foreign language integration option.
These are courses in which students who wish to try their language skills in courses outside the language
departments can choose to do some work in the designated foreign language. The amount and type of lan-
guage work involved (readings from articles, newspapers or books and/or some paper writing) is deter-
mined by the professor in conjunction with the student. Foreign language work is tailored to meet the
needs and language level of the individual student. Typically, work in a foreign language is substituted for
English language materials, so as not to constitute an added responsibility. Successful completion of the
foreign language integration option is noted on a student's transcript, thus certifying the student has had
extra training in the language. This option is entirely voluntary. Students who register for courses with this
option are not required to do work in a foreign language and may take the courses on the regular basis.
Evaluation of the foreign language integration work does not affect the student's grade in the course.

SPECIAL Majors

Tutorial Departmental Major Some departments may approve superior students as tutorial majors. Such
a program differs from independent studies and research in several ways. For one, the student is guided in
a program in the component areas of an entire discipline for approximately two years. That program's bal-
ance is ensured by prior departmental approval. Secondly, the student is free to take regular courses in the
student’s major discipline with the approval of the tutor. Normally, the student will receive a letter grade
for a 600 series course, but the Pass/Fail option is also available under the same restrictions as in standard
courses,

The student meets on a regular basis with a tutor to discuss essays and readings dealing with particular
problems posed by the tutor. Finally, the student sits for a comprehensive examination, both written and
oral, administered by a committee composed of the department and one person outside the department.
Normally, at least one-quarter of the student's final semester is given over to preparation for these exami-
nations. One reexamination may be permitted within the calendar year. Students will be graded on the
examination as having passed, failed, or passed with honors in the major. Approved students may register
for up to four courses per semester under the tutorial rubric.

173

SPECIAL APPROACHES TO STUDY/GLOBAL EDUCATION

The Self-Developed Interdisciplinary Major The Dickinson College faculty represents in its members a
diverse set of interests and perspectives that provides a considerable resource for those students who would
like to develop a major around concerns that do not fall into traditional disciplinary areas. The option of
a self-developed major is available to students who desire a somewhat different field of concentration
which, although a recognized field of learning and relevant to the liberal arts, is not substantially addressed
by any one department. Recent self-developed majors have included sustainable resource management,
medieval studies, Latin American cultural and literary studies, and black studies.

Because of the special significance of ethnic studies and minority studies to students and faculty alike, stu-
dents are encouraged to consider these areas for the development of self-developed majors (e.g., Afro-
American studies, Hispanic studies). The knowledge gained from being educated about and in the midst
of the diversity of ethnic and minority groups in the world can only broaden the perspective of all those
involved in the process.

A student contemplating a self-developed major should prepare a proposal which includes those courses
relevant to the topic and seek the written endorsement of four faculty members for the proposed major
which consists of ten or more courses. The supporting faculty secure the advice of chairmen of those
departments in which the student contemplates course work for concentration.

The student must present this validated proposal to the Committee on Academic Standards for approval.
The student in this program works closely with an appointed adviser. Changes desired in this program are
submitted with the approval of the adviser in written form to the subcommittee for final approval. Under
ordinary circumstances, a student accepted in a self-developed major may not apply any of the approved
courses toward the completion of a departmental major or minor.

Upon the completion of every semester, each student involved in the self-developed major submits to the
subcommittee (with a copy to the adviser) an evaluation statement of progress and commitment to the
major as a whole, experience in individual courses, and work with the adviser. The adviser submits to the
subcommittee, and to the student, an evaluation describing the student's progress, achievement, and com-
mitment.

At the conclusion of the student’s work, the transcript describes the major as follows: Self-Developed
Major: (Title).

(GLOBAL EDUCATION

Stupy ABROAD

In an era characterized by increasing worldwide interdependence, the College recognizes its responsibility
to maximize global perspectives in its educational programs so that students may gain the international
understanding necessary to be informed citizens and world leaders. On-campus, many courses have an
international focus. In addition, global perspectives and intercultural sensitivities are stressed in the com-
parative civilizations program, the program in foreign languages with its required level of proficiency and
emphases on literature and culture, double majors that combine language skills with study in other disci-
plines, and interdisciplinary area study programs in Western Europe, East Asia, Latin America, and Russia.

The College also encourages its students to investigate the appropriateness of study abroad to their educa-
tional objectives. When carefully planned in advance and integrated with a student's on-campus academ-
ic program, study abroad can be an integral part of the liberal arts experience, providing cultural enrich-
ment, personal development, and intellectual challenge. Dickinson boasts an exceptionally high study-
abroad participation rate, the highest in Pennsylvania. Well over half of its students study abroad, over a
third for a full academic year.

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GLOBAL EDUCATION

The Office of Global Education oversees the College’s study-abroad programs. Approval for participation
in Dickinson, Dickinson-Partner, and Dickinson-Approved study programs is granted only after careful
screening and selection processes. Successful applicants must demonstrate strong academic preparation,
one common measure of which is a GPA at or above the college average, and the ability to articulate clear-
ly-formulated goals for their chosen program of study off campus. Student disciplinary records are also
considered when evaluating suitability for study abroad.

The College sponsors thirteen high-quality overseas programs for study during an academic year or a
semester, as well as a number of summer programs. These Dickinson programs maintain the College's aca-
demic standards while integrating study abroad with many of the major programs in the humanities, social
sciences, and natural and mathematical sciences. A limited number of additional study-abroad possibilities
is available for highly qualified students through programs with which the College is affiliated. ‘To learn
more about all these offerings, consult the College’s Global Education catalog describing each Dickinson
program, available in the Office of Global Education located in the Marc and Eva Stern Center for Global
Education. Financial aid for eligible Dickinson students is available for Dickinson programs and some
Dickinson-Partner programs.

Dickinson College is the host site of Frontiers, an academic journal that focuses on substantive issues in the
field of international education. Recent special volumes of Frontiers have focused on science education
abroad, language acquisition in the study-abroad context, and the relationship of area studies to study
abroad. Frontiers currently is sponsored by thirteen institutions, including Binghamton University,
Bucknell University, Butler University, Dickinson College, Macalester College, Middlebury College,
Missouri Southern State College, Pomona College, Rutgers University, School for International Training,
Tufts University, University of Southern California and Villanova University.

DICKINSON ACADEMIC-YEAR AND SEMESTER PROGRAMS

sd ae hoe rca sr lee aleaeed = A sTs Saeees en ee
The Dickinson Program in Beijing, China located at Peking University of China in Beijing, provides an
academic year or a fall semester of intensive study of Chinese language (Mandarin) at all levels. Chinese
culture is explored through individualized independent study on topics of interest in contemporary China,
as well as through optional courses such as calligraphy and Chinese painting. Limited opportunities for
internships are available. Students live in an international students’ dormitory on campus in northwest
Beijing near other universities, markets, and well-known historic sites. Two years of college Mandarin is
required for admission.

The K. Robert Nilsson Center for European Studies in Bologna, Italy offers a full year program of cours-
es in European history and politics, international studies, history of European political and social thought,
international economics, Italian art, and Italian language. A unique offering is the Bologna Practicum. (See
Interdisciplinary Studies in the Courses of Study section.) Courses are taught in English by the Dickinson
director, by faculty from Italian universities and by the faculty from the Johns Hopkins School of Advanced
International Studies. Qualified students may follow courses at the University of Bologna, which was
founded in 1155 and is the oldest university in the world. No particular major is a prerequisite. All par-
ticipants will be required to take a month-long, intensive Italian language course prior to the beginning of
the fall semester.

The Dickinson Program in Bremen, Germany open to students from all areas of the liberal arts who have
a good mastery of the German language, is an academic year or spring semester program at the University
of Bremen in Germany. Students enroll in one required Dickinson course, Comparative Cultures: U.S.A.-
Germany, taught by the resident director and take the rest of their courses at the University of Bremen. All
course work is conducted in German. Limited opportunities for internships are available. Participants are
fully integrated into university life at Bremen and have use of all university facilities.

The Dickinson Program in Malaga, Spain attracts students interested in all areas of the liberal arts who
have a good mastery of Spanish, normally indicated by the completion of a course in Spanish conversation

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GLOBAL EDUCATION

and composition. Spanish 243, Introduction to Literary Criticism in Spanish, is also a prerequisite. The
curriculum includes courses taught by the Dickinson director, courses organized and taught by faculty
from the University of Malaga especially for the Dickinson program (see specific course offerings listed
under the Spanish department), and regular courses at the Facultad del Filosofia y Letras of the University
of Malaga. All course work is in Spanish. Students live and take all meals in local Spanish residences.
Students may apply for either year-long or fall-semester study in Malaga.

The Dickinson Program in Moscow, Russia is based at Language Link, a language education center in the
middle of Moscow. Dickinson students from all academic majors who have strong preparation in Russian
concentrate on courses in advanced Russian language and culture for an academic year or semester. They
have access to facilities of the Russian State University for the Humanities in Moscow. Housing is with
Russian families located throughout Moscow. Opportunities for travel, including field trips and excursions
to cultural, historic and educational sites in and outside of Moscow, are an important aspect of the pro-
gram,

The Dickinson Program in Nagoya, Japan is offered in cooperation with the Center for Japanese Studies
at Nanzan University in Nagoya, Japan. Participants enroll for a semester or the full year in the Center's
Japanese language courses and in courses on Japanese culture and civilization taught in English in a vari-
ety of disciplines, including history, literature, economics, political science, international studies, and art.
Participants are normally housed with Japanese families.

The Dickinson Humanities Program in Norwich, England in cooperation with the University of East
Anglia, offers a full academic year abroad from late August to late June for students desiring to pursue dis-
ciplinary and interdisciplinary studies in the humanities and the social sciences. Using the exceptional
resources of the cities of London and Norwich, the program begins in London with an intensive one-
month seminar in the humanities taught by the Dickinson director. Moving to Norwich in late September,
students continue their special study of the humanities through a second seminar-style course and take the
remainder of their course work at the University of East Anglia where they enroll in a wide variety of cours-
es in areas such as literature, drama, history of art, history, music, archaeology, philosophy, American stud-
ies, economics, and politics. In Norwich, students live in university residence halls in order to integrate
themselves fully into British university life.

The Dickinson Science Program in Norwich, England encourages qualified Dickinson science students
in biology, chemistry, environmental science, geology, mathematics, and computer science to spend the
academic year or spring semester at one of the University of East Anglia’s well-known Science Schools.
Participants gain invaluable academic experience and insight from high-quality teaching utilizing the lat-
est technology and scientific equipment in well-equipped laboratories. Cross-registration in non-science
courses is also possible. Students live in single rooms in residential accommodations on the main campus
and are fully integrated into the social and intellectual life of the university. Internships are possible dur-
ing the year-long program.

The Dickinson Program in Querétaro, Mexico is a spring semester option available to students from all
areas of the liberal arts who have completed at least two Spanish courses beyond the intermediate level
(including Spanish 242, Aspects of Latin American Culture). Students enroll in one required Dickinson
course, Latin American Studies 202, taught by the selected faculty of the Universidad Autonoma de
Querétaro, and take classes in a variety of disciplines (such as literature, sociology, biology, anthropology,
and business) at the Universidad Autonoma de Querétaro. In addition, there are opportunities for field
experiences with local industries. All course work is conducted in Spanish. Participants are fully integrat-
ed into Mexican university life and have use of all university facilities. Students live and take their meals
with local families. Opportunities for travel, including official excursions to important neighboring cities
and archaeological sites, are an important aspect of the program.

The Dickinson Program in Seoul, Korea offers students interested in a Pacific Rim experience a semester
or year of study at Yonsei University. Participants without a strong command of Korean language enroll in
the Division of International Education, which offers a wide variety of courses in East Asian Studies and

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GLOBAL EDUCATION

International Relations and Business, taught in English. Students qualified in Korean may take courses
offered by other divisions of the University. Yonsei University, the oldest university in Korea, has a large,
quiet campus in the middle of Seoul, only twenty minutes from the centers of government, business, and
culture. Students are normally housed in the International Dormitory.

The Dickinson Program in Madurai, India is also known as SITA, the South India Term Abroad. This
program is based in an ancient and colorful Hindu temple city in the south Indian state of Tamil Nadu.
Students live with Indian families and take classes (in English, except for a course in the Tamil language)
with Indian faculty in subjects such as Indian history, art, literature, religion, and language. In addition,
they complete an independent study designed with and under supervised by the faculty director of the pro-
gram. Field trips are arranged to neighboring villages, temples, and cultural performances, as well as to
other areas of south India. The program is offered in the fall semester.

The Dickinson Study Center in Toulouse, France draws students from all areas of the liberal arts who
have a good mastery of the French language and have completed French 233 (Introduction to French
Literature), or its equivalent. The program offers integrated study in French language, literature and soci-
ety, intercultural communication, and art. (See specific course offerings listed under the French department
offerings.) In addition, students may enroll directly in courses offered at the University of Toulouse in sub-
jects in the humanities, social sciences, and mathematics. Internships in both the public and private sec-
tors in the Toulouse area also are available. All course work is conducted in French. Participants are housed
with French families in the Toulouse area. Students apply for the academic year or for the semester.

The Dickinson Program in Yaoundé, Cameroon gives Dickinson students the opportunity to spend the
spring semester studying at the University of Yaoundé, choosing from a wide variety of courses in African
culture and history, as well as traditional offerings across several academic disciplines, taught in English.
Individualized tutorials supplement classroom lectures. Students with sufficient command of French may
also take Francophone course work. Students live in apartments leased by the program; however, home-
stay options are currently being development. Yaoundé, the capital of Cameroon, provides unlimited
opportunities for cultural integration.

DICKINSON SUMMER PROGRAMS

Dickinson Language Immersion Programs were initiated in 1984 with support from the National
Endowment for the Humanities. Programs are offered at the following locations: Bologna, Italy; Bremen,
Germany; Mélaga, Spain; Moscow, Russia; Toulouse, France; and Francophone Cameroon. Directed by
faculty members from the College's modern language departments, each program is designed to encour-
age students who have completed the intermediate level to refine their language fluency by spending a
month in a country in which the language is spoken. In addition to increasing oral proficiency through
sustained use of the foreign language in and out of the classroom, students receive a first-hand introduc-
tion to the culture through formal instruction and day-to-day experience.

The China Practicum in Beijing, China is an intensive summer course in China for English speakers that
integrates classroom study with field trips and real-world experiences. The program provides an introduc-
tion to Chinese history and culture, as well as China’s recent economic reforms and social changes.

Classics Immersion Programs offer students of Latin and Greek, and other students especially interested
in classical antiquity, the opportunity to choose from two immersion programs offered by the Classics
Department on a two-year cycle. The program based in Rome and the Bay of Naples area focuses on the
reconstruction of daily life during the Greek and Roman periods. The program based on the mainland of
Greece and the island of Crete likewise aims to reconstruct a picture of life during the various historical
periods of classical Greek civilization. Both programs relate classical texts to the surviving monuments of
the ancient cultures and to objects of daily use found in museum collections.

The Ethnographic Field School in Cameroon is designed to provide students with the opportunity to
experience supervised field research in anthropology in West Africa. Recent research topics have investi-

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GLOBAL EDUCATION

gated gender issues, the legal system, traditional medicine, sorcery and witchcraft, aspects of health care,
fishing practices, agriculture, water quality, and women’s ceremonies.

Fieldwork in Classical Archaeology Under the direction of the classical studies department at Dickinson,
students participate in an archaeological excavation at a selected location of the ancient Greek and Roman
worlds. During the four- to six-week program, the dig provides training in the techniques of field archae-
ology. The 1995 site was Melsonby, N. Yorkshire, England. This excavation seeks to put into historical con-
text a hoard of Celtic artwork and weaponry discovered in 1843 and to determine the site’s relationship to
the Iron Age fortification at Stanwick, just to the North. A second site introduced in 2002 is Mycenae,
Greece.

The Summer Humanities Program in London, England offers an integrated perspective for a study of
visual and verbal methods of observation. London’s accessibility, as well as its historical texture and artistic
tradition, makes the city an ideal textbook for study. A one-credit interdisciplinary course, "London: Ways
of Seeing,” utilizes London's vast resources in theatre, literature, art, architecture, and history to reinforce
individual reading and research.

The Studio Arts Summer Program in Toulouse, France is a one-course program offered every two years
that provides a five-week study of painting and drawing. Based at the Dickinson Study Center in Toulouse,
a city rich in art and architectural history, students have class four hours each day and take numerous trips
to nearby museums and architectural landmarks.

The Bremen Physics Summer Program in Bremen, Germany offers physics students with two semesters
of German the opportunity to study plasma physics together with University of Bremen students in the
same one-credit class. An interactive seminar teaching style and the use of the Internet and spreadsheet sim-
ulations to explore plasma particle trajectories is featured. Students live with German host families.
Students may opt to enroll in the Bremen Immersion language course for a second credit.

OTHER PROGRAMS

The Dickinson Marine Studies Program is an interdisciplinary one-year experience which encompasses
all aspects of learning for the liberally educated scientist. The curriculum includes traditional classroom lec-
tures, intensive field study, and independent research. In addition, the program offers the opportunity for
science students to observe and examine intensely a part of nature from four points of view (biological,
chemical, geological, and physical) to understand better the interactions, the processes, and patterns in a
distinct natural system.

Offered biannually to junior and senior science majors by the biology, geology, and environmental science
departments, the program consists of three parts. The first is an oceanography survey course taken on cam-
pus in the fall semester. The second consists of a two-week field course to study the environments and
organisms of the carbonate environments of San Salvador Island, Bahamas, during the January semester
break (see course description with the Geology 304 listing). The final part is a spring semester independ-
ent project of the student's choice, begun during the field study experience.

Crossing Borders Exchange Program Students are selected to participate in a four-week community stud-
ies program in Yaoundé, Cameroon, studying the social aspects of of Cameroonian culture with a team of
students from Spelman College (Atlanta, Georgia) and Xavier University (New Orleans, Louisiana). The
program continues at Dickinson College during the fall semester where students will participate in a com-
munity studies seminar course. During the spring semester, Spelman and Xavier students will return to
their institutions. Dickinson students will study at either Spelman College or Xavier University where they
continue to explore social themes.

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DICKINSON-PARTNER PROGRAMS

Through special agreements with foreign institutions and study-abroad organizations, Dickinson students
have the following additional opportunities available to them.

The University of Durham in England offers students in classical archaeology the opportunity to study
for an academic year within one of the world’s leading archaeology programs. Students are integrated fully
into the academic and campus life of the University.

The Hebrew University of Jerusalem offers a full range of Judaic, Israel, and Middle East studies in such
fields as political science, international relations, history, religion, literature, philosophy, and archaeology.
A variety of courses are also offered in gender studies, sociology, science, and psychology. Ulpan, an inten-
sive Hebrew language course, is also available to facilitate students’ access to Israeli society and culture.

The University of Queensland in Brisbane, Australia provides students in biology, chemistry, computer
science, environmental science, mathematics, and psychology the opportunity to study for a semester or
an academic year. The University of Queensland is one of Australia’s leading universities, with an interna-
tional reputation for high-quality teaching and research. Dickinson students are integrated fully into aca-
demic and campus life. This program is limited to science majors only.

The Sustainable Development Program in Costa Rica is a cooperative semester program sponsored by a
consortium of academic environmental studies programs in cooperation with The School for Field Studies.
This program provides opportunities for first-hand study of the challenges posed by the search for sus-
tainable development strategies under conditions of limited resources. Course work is at the intermediate
level and includes independent study and field experience with a direct service component. The program
is open to students from all majors and is offered both fall and spring semester.

DICKINSON-APPROVED PROGRAMS

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The Intercollegiate Center for Classical Studies in Rome offers majors in Latin or Greek, or other stu-
dents especially interested in classical antiquity, the opportunity to spend one or two semesters at the
Intercollegiate Center for Classical Studies in Rome. Classes in Roman archaeology/history, art history,
Italian, Latin language and literature, and Greek language allow the student to develop a full program of
study. Field trips to the Etruscan north and the Naples area are part of every semester's work. The
Dickinson classics department manages the Christopher Lee Roberts Scholarship which may be used for a
semester at the center.

The Marine Studies Education Consortium of which Dickinson is a member, offers a full service program
of studies in marine biology and environmental science. The program is operated by the Duke University
Marine Laboratory; study time is spent partly on the campus of Duke University and partly at the
Bermuda Biological Station. Courses run the broad range from introductory marine biology and biologi-
cal oceanography to more specific ecological and organismal courses to those on marine policy and pollu-
tion, Course work focuses on both coastal and deep ocean topics. The laboratories at Duke and on
Bermuda are first-rate facilities staffed by outstanding scientists and teachers and a cadre of stimulating
graduate assistants.

The School for Field Studies offers study and fieldwork in conservation biology and related subject areas.
Full-semester programs are located at permanent Centers for Rainforest Studies in Australia, Wildlife
Management Studies in Kenya, Marine Resource Studies in the Caribbean, Coastal Studies in Pacific
Northwest Canada, and Island Studies in Palau. Students live and work at the site, attend classes taught by
regular academic staff, and participate in cooperative and independent field research. In addition, summer
and January term courses are offered at the four permanent centers and at additional sites throughout the
world. Some financial aid is available.

Other Study-Abroad Programs As an option, students may be able to enroll directly in a foreign univer-
sity, in specialized courses and institutes for foreigners at leading universities abroad, in internships over-

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STUDY IN OTHER INSTITUTIONS IN THE UNITED STATES

seas, or in U.S. college-sponsored overseas programs designed to meet the needs of American students.
Students must petition to study abroad on an Approved Program by satisfying the necessary requirements.
During the past five years, Dickinson students have studied for an academic year, a semester, or a summer
in:

Argentina Germany Palau

Australia Ghana People’s Republic of China
Austria Greece Poland

Belarus India Russia

Bolivia Ireland Scotland

Brazil Israel South Africa
Canada Jamaica Spain

Chile Japan Sweden

Costa Rica Kazakhstan Switzerland
Cuba Kenya Thailand
Dominican Republic Madagascar Virgin Islands
Ecuador Mexico Wales

England Nepal Western Samoa
France New Zealand

The Office of Global Education has more information on programs and procedures.

STUDY IN OTHER INSTITUTIONS IN
THE UNITED STATES

An academic year, semester, summer, or January term of study at a specialized program or other college or
university in the United States may be appropriate for some students with strong academic preparation and
clearly-formulated educational goals. Like study abroad, this form of study off campus must be carefully
planned and integrated with the student’s on-campus academic program. Several institutions offer special-
ized learning opportunities and environments unavailable at Dickinson, utilizing unique resources that
cannot be duplicated within the traditional on-campus classroom setting. Examples are programs that
focus on topics and areas such as marine biology, the United Nations, urban studies, or American maritime
studies.

Dickinson students have also taken advantage of guest student programs at major colleges and universities
which permit students to enroll for a semester or the academic year in regular curricular offerings of the
institution which are unavailable on the Dickinson campus. Dickinson students have recently studied else-
where in the following academic areas: architecture, African-American studies, East-West comparative cul-
tures, journalism, public communications, urban studies, archaeology, business, drama, ecology, studio art,
and law.

The following pages present learning off campus opportunities in the United States with which Dickinson
is formally associated. Information on these and other specialized programs of study is available in the
Office of Global Education, located in the Marc and Eva Stern Center for Global Education.

South Asian Studies By informal arrangement with the University of Pennsylvania, well-qualified, highly
motivated Dickinson students may elect to spend a summer, a semester, or a full academic year (normally
the senior year) studying in the Department of South Asian Studies at the University of Pennsylvania. Such
election shall be contingent upon recommendation by the student's major department at Dickinson,
approval of the director of global education, and acceptance by the department at the University of
Pennsylvania. Seniors completing the requirements for the Bachelor of Arts degree at Dickinson who are

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STUDY IN OTHER INSTITUTIONS IN THE UNITED STATES

in residence at the University of Pennsylvania during the entire senior year are exempt from the Dickinson
senior residence requirements.

Joint Baccalaureate and Law Degree Program Students attending Dickinson have the opportunity to earn
both a baccalaureate degree and a law degree through a joint Dickinson College/Penn State Dickinson
School of Law program. This arrangement, also known as the 3-3 program, allows a student to begin law
school during his or her senior year of college. To qualify for this program, Dickinson students need to
complete all College degree requirements within three years (save for the final year’s electives), attain a 3.5
cumulative grade point average (the top 10-15% of the class), and achieve a score on the LSAT (Law
School Admissions Test) within the top 30% of all national test-takers. After one year of successful study
at the Law School, students will earn their baccalaureate degree from the College. After two additional
years of study at the Law School, the students will complete the law program and earn their JD degree.

Students interested in this program should consult the College’s pre-law adviser and should be prepared to
make application to the Law School no later than February 1 of their junior year.

Binary Engineering Program In the field of engineering, Dickinson College has a linkage program, the
Binary Engineering Program, which enables Dickinson students to complete both a BS degree at
Dickinson and a BS in engineering from the engineering school at the University of Pennsylvania,
Rensselaer Polytechnic Institute, or Case Western Reserve University. The student spends the first three
years at Dickinson and the final two at the engineering school, leading to a BS degree from both schools.
The liberal arts-engineering combination is particularly appealing to those students who like the liberal arts
and seek an engineering degree within the broadest possible curriculum. The Dickinson student receives a
generous background in pure science along with course offerings in the humanities and the social sciences.

Candidates for the Binary Engineering Program should inform the dean of admissions of Dickinson
College that they wish to apply for this program so that they may be assigned to the engineering student
adviser. They also should request from the Dickinson admissions office a special booklet that describes the
Binary Engineering Program in greater detail and gives suggested course schedules.

The Consortium Exchange Program (CPC) Dickinson, Franklin and Marshall, and Gettysburg Colleges
form the Central Pennsylvania Consortium. One of the advantages of this educational cooperative venture
is that students have the opportunity to take courses at any member college. This program of exchange is
encouraged because it allows for greater flexibility in a student's educational program.

The Office of the Registrar coordinates consortium exchange programs for students. The appropriate
forms, catalogs, and other information are available there. Applications should be submitted to that office
by April 15 for a fall semester, and November 15 for a spring semester.

Any Dickinson student who is approved by this College for study at Franklin and Marshall or Gettysburg
College may take a course, several courses, a full semester, or a full year at the other college. Except for sum-
mer programs at the other colleges, the normal tuition fee is paid to Dickinson. No fees are paid to the
other college except residence fees where appropriate. Grades, in addition to course credit, are transferred
to Dickinson.

The Washington Center for Internships and Academic Seminars, in affiliation with Dickinson College,
offers juniors and seniors an exciting and comprehensive array of internship experiences in and around the
Washington, D.C. metropolitan area. The Washington Center (TWC) offers experiential learning within
an academic structure in order to encourage academic, civic, professional, and personal development.

TWC’s unique format includes a four or four and one-half days per week internship, an academic course
held once a week, and an independent study supervised by a Dickinson College professor. In addition, stu-
dents attend a Presidential Lecture Series, a Congressional Breakfast Series, and may take advantage of
many other opportunities such as tours, discussions, social and cultural activities.

Students may participate in TWC internship program for either fall or spring semester, or for a ten-week
summer term. Students typically receive four academic credits for a semester at TWC, and three credits for

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ACADEMIC RESOURCES

a summer term at TWC.

Semester in Environmental Science at the Marine Biological Laboratory of the Woods Hole
Oceanographic Institution Dickinson is a charter member of a group of outstanding undergraduate col-
leges that offer their students the opportunity to spend a semester studying and conducting hands-on
research in the field of aquatic and terrestrial ecology at one of the world’s foremost research and teaching
institutions. The Marine Biological Laboratory of the Woods Hole Oceanographic Institute, located on
Cape Cod, Massachusetts, employs some of the most influential and best known marine scientists in the
country. Dickinson students can spend a fall semester working closely with these distinguished men and
women at a state-of-the-art marine research facility in a beautiful natural setting. Students take regular
course work and electives while at Woods Hole, and they complete a research project and participate in a
seminar on writing in the sciences.

ACADEMIC RESOURCES

THE WAIDNER-SPAHR LIBRARY

FN Nt a a ara ta ee ee oe
The Waidner-Spahr Library exists to support the liberal arts curriculum of Dickinson College. Its librari-
ans and staff have a two-fold responsibility: to build and organize a library collection which is excellent in
quality and quantity and to provide the best possible service to Dickinson faculty and students as they
engage in the teaching and learning process.

The Dickinson College Library consists of the Boyd Lee Spahr Library, built in 1967, and the Robert S.
Waidner Library, completed in the fall of 1998. The Waidner facility places special emphasis on
Dickinson’s long tradition of individualized and personal library service, sensitivity to aesthetics and func-
tionality, and commitment to technological innovation. The collection is comprised of almost a half mil-
lion volumes, and approximately 153,000 government documents, 4,500 periodical subscriptions in both
paper and electronic formats, and 15,000 audio-visual items. Open during the academic term for 113
hours per week, the library provides a friendly and beautiful space for study and research with a number
of group study rooms, individual carrels, lounge areas and specialized learning spaces.

The Dickinson Library offers an array of electronic resources, including a state-of-the-art online catalog of
all Dickinson holdings, a Library Web site, bibliographical and full-text CD-ROM databases, and elec-
tronic journals and reference sources. Workstations located throughout the library, as well as in two elec-
tronic classrooms, provide access to word processing and other software products. The College's comput-
er network enables students and faculty to access online library resources in dormitory rooms, classes, and
laboratories throughout the campus and around the world over the Internet.

Of particular note is the May Morris Room which houses the College Archives and Special Collections.
Materials found here include rare books, college records, personal papers of past Dickinsonians, photo-
graphs, and historical artifacts. Nearly 2,000 books donated by John Dickinson in 1784 remain the foun-
dation of the college library. Also worthy of mention are several pieces of scientific equipment once owned
by Joseph Priestley, discoverer of oxygen, and a collection of 400 original letters signed by James Buchanan,
Dickinson Class of 1809 and Fifteenth President of the United States. These rare and unique materials are
available to the interested researcher, subject to special rules for proper handling and usage. The Library
encourages College faculty to use these materials in classes and seminars. Similarly, the East Asian Studies
Reading Room highlights the library's strong holdings in that area.

In addition to its collections, the Library offers a range of services. Individual and classroom instruction by
Librarians are readily available to enable students to best find and utilize their needed information.
Librarians provide assistance at the reference desk each weekday, Sundays and most evenings. The audio-
visual service offers space and equipment for listening to the CD, cassette, video, DVD and LP collections
and for viewing, scanning and printing copies of the extensive microform collection. Numerous copiers

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ACADEMIC RESOURCES

and computer workstations are available during all library hours with extended hours of operation in place
at the end of each semester during finals.

The Interlibrary Loan Service, accessed through a computer network, enables students and faculty to access
library collections nationwide. Library membership in PALCI (Pennsylvania Academic Library
Consortium Inc.), and in other consortia, supplements the Library’s collections by providing access to the
holdings of hundreds of the nation’s leading academic libraries.

The Waidner-Spahr Library's state-of-the-art collections, facilities and services, and dedicated Librarians
and staff, contribute to Dickinson College’s position at the forefront of American higher education.

INFORMATION [ECHNOLOGY

Information Technology is the organization responsible for supporting all computer systems on campus
and for providing instructional technology services. The main offices, and much of department, are locat-
ed in South College, while Instructional Technology is located in Bosler Hall.

Computer Systems Support: The Information Technology staff supports PC and Macintosh systems.
Students are encouraged to bring their own personal computers to campus. All students owning comput-
ers that meet minimum requirements may connect to the campus network. WindowsXP and OSX are our
preferred operating systems. Windows98, WindowsME, and OS9 can also be used on the network.
Whether or not you have your own computer, you will be assigned an email account which you may con-
tinue to use even after you graduate from Dickinson. You can check your email from many locations on
campus and from anywhere in the world over the Internet. Network storage is provided for each student.
You may create your own personal web pages on the College Web server. The College has adopted
Microsoft Office as its standard office suite.

Computer Facilities: There are several public computer rooms that you may use. These “micro labs” have
both PC and Macintosh computers and laser printers to which you may direct your output while using
the lab. Some departments have computer labs configured for your use while you are taking their courses.
There are approximately 65 “smart” classrooms that are equipped with workstations, data projectors and
network connections for class use.

Network: The campus is completely networked. Dorm rooms have a network connection for each student
assigned to that room. There are also connections for student laptops in the Waidner-Spahr Library, some
classrooms, Union Station, and the Underground. The campus network is connected to the Internet over
a fractional T3 (18megabit) line.

Policies: Use of the College's computing facilities is open to all students and staff. Incoming students are
automatically assigned email accounts which remain available for use after graduation. Students have
unlimited access to the network as described in the College's acceptable use policy. The policy may be
found on the college’s Web site at http://www.dickinson.edu/it/responsibleusepolicy.shtml

Students are encouraged to bring their own personal computers to campus. All students owning comput-
ers that meet minimum requirements may connect to the campus network and the Internet. The mini-
mum system configuration may be found on the College’s Web site at

http://www.dickinson.edu/resnet/minrequire.shtml

Assistance with computing is obtained by sending an e-mail message to helpdesk@dickinson.edu or by
calling the Help Desk at extension 1000. Student computer consultants provide help in the “micro labs.”
Information Technology also offers short seminars, in-class sessions, and online documentation in using
supported software and hardware.

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ACADEMIC RESOURCES

INSTRUCTIONAL [ECHNOLOGY

Instructional Technology supports teaching and learning through an array of services. From the design and
production of instructional materials to internal use of the Web, to language technology, to training ses-
sions, and from telecommunications to digital imaging and multimedia, Instructional Technology provides
both facilities and support.

The Technology Center in Bosler Hall is the department’s home base. Here we provide audio and video
services (origination, editing, and duplication), graphic services (digital scanning, editing, printing and
slide making, 35mm slide production, dry mounting and laminating), and a variety of related services.
Bosler also houses a screening room, video editing stations for class use, a small TV studio, graphics work-
stations, and stations for collaborative work and training.

Our newest service is a series of small group training sessions on scanning, image modification, writing for
the Web, use of presentation software, simple video editing, and creation of video clips for the Web. Other
topics are being added. Students, faculty, and others are welcome to call to arrange a session.

THE WRITING PROGRAM

At Dickinson writing is taught across the curriculum, in all departments, at all levels. The Writing Program
insures that students graduate with the writing skills they need to be productive citizens in personal, pro-
fessional, and civic endeavors. The program includes three basic pedagogical components: the Freshman
Seminar, the writing intensive course, and writing in the major. In the freshman seminars, students are
given extensive practice and instruction in basic expository writing, which will serve them well in the rest
of their academic career. They will also take a W course, normally during their freshman or sophomore
year, W courses are offered across the curriculum and emphasize mid-process feedback so that students
have a chance to make rhetorical and stylistic improvements in their work while it is still in the drafting
stage. Students will typically also write extensively in the major, particularly at the senior level. The Writing
Center can assist students at any level and at any stage in the writing process.

THE WRITING CENTER

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The Writing Center, located on the ground floor of the Waidner-Spahr Library, is a resource to assist stu-
dents in all courses from Freshman Seminar to senior seminar. Writing Center consultants are Dickinson
students trained to be critical and sympathetic readers of writing in progress. They help students see their
writing from a fresh perspective and assist them in the process of revising and improving their writing. In
one-on-one conferences, consultants work with students to examine the requirements of an assignment;
analyze a paper's thesis, organization, argument, and evidence; and recognize the importance of appropri-
ate style, tone and diction. Consultants are available to work with all students on a walk-in basis and with
particular students in courses that emphasize writing as an essential aspect of learning. For further infor-
mation, contact Judy Gill at 717-245-1291 or gill@dickinson.edu.

Campus MEpDIA

jth daha a a Te en
The Dickinsonian was founded in 1872 and is published biweekly throughout the academic year. The stu-
dent staff publishes each issue under the guidance of an elected student editorial board. The Dickinsonian
Board of Governors advises the editors and oversees the paper's finances.

WDCV (88.3 FM), the college radio station, broadcasts daily from 8:00 a.m. to 2:00 a.m., as well as
through the Web site, www.the-freq.com. The local broadcast radius is approximately 15 miles. Musical
programming in a wide variety of genres, sports broadcasting, news and public affairs programming are
provided by students, faculty and administrators of the College, as well as by Carlisle community mem-
bers.

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ACADEMIC RESOURCES

The Dickinson Review, a national literary magazine, and The Bonfire, an all-student literary magazine are
published annually by the Belles Lettres Society. (See also the co-curricular program in the English depart-
ment, page 66.)

THE COMMUNITY STUDIES CENTER

The Community Studies Center at Dickinson College fosters interdisciplinary, hands-on learning in the
social sciences and humanities, Established in 1997, the Center coordinates ongoing student and faculty
research in American Studies, policy studies, education, history, economics, environmental science, psy-
chology, and sociology, and serves as a repository for taped interviews, surveys, videotapes, and transcripts
produced by students and faculty engaged in field work. The Center is also a central resource for students
and faculty interested in developing professional skills through field work research.

Community research projects take Dickinson students into diverse cultures and environments. Dickinson
students have done significant empirical research conducting oral history interviews in Carlisle, doing
ethnographic research with steelworkers in Steelton, Pa., conducting public opinion surveys about recent
American elections, even engaging in anthropological research in a remote Chinese village. Students learn
about the past and present by collecting, analyzing, and presenting their findings. They develop valuable
professional skills as they learn about the workings of small communities, the realities of aging, the value
of memory, and the variety of human experience. They also learn about the connections among people,
institutions, and communities, and in the process, they learn about themselves and the world in which we
live.

In conducting community research, students develop skills that apply to a number of professions and
careers, Archival research, interviewing, survey research, oral history, and documentary photography and
film making prepare students for careers in law, education, business, social work, medicine, journalism,
psychology, and the media. Dickinson graduates who completed field research projects are now enrolled
in graduate programs in women’s studies, anthropology, history, sociology, medicine, law, social work, and
American Studies.

Tue TRouT GALLERY

ee
The Trout Gallery is, at once, an integral part of the College’s curricular and co-curricular programs and a
fine arts museum for the Carlisle/Greater-Harrisburg area. Its public lectures, symposia, and community
outreach programs are targeted to area school children, senior citizens, and all others. In addition, the
gallery preserves, protects, and expands through donation and purchase the artistic legacy of the College.
To our exhibitions, lectures, and programs, anyone interested in the visual arts is welcome.

The Trout Gallery is a bi-level exhibition facility located in the Emil R. Weiss Center for the Arts. Along
with housing the College’s permanent collections of art, which range in time from Classical Greece to the
20th century, the Trout Gallery maintains a varied and frequently changing exhibition schedule of histor-
ical, contemporary, and multicultural materials.

It serves the college community as an interdisciplinary resource for studio art, art history, modern lan-
guages, international studies, and classical archaeology courses. For example, an exhibition of Tibetan art
was held in conjunction with an all-campus celebration of Tibet, including a folk opera, the construction
of a Sand Mandala, an exhibition of Tibetan Tantric art, and a series of lectures by invited guests and fac-
ulty, At the same time, the religion department offered courses on Tibetan religion and culture. Such events
also fulfill the College’s mission to provide diversified, multicultural programs.

Within the art & art history department, the gallery offers advanced art history majors the yearly oppor-
tunity to curate an exhibition of objects from the College's collections. Furthermore, seniors in the studio
program mount a juried show of their work each spring. Internships in the gallery are offered to superior
art & art history majors. The gallery thereby offers the unusual opportunity for undergraduates to under-
take research on and have direct contact with original works of art.

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The community outreach coordinators, in consultation with the gallery director, maintain contact with
community constituencies and develop coordinated curricula with area teachers, administrators, and pro-
gram organizers. In this way, we seek to build partnerships with local teachers and parents so that the
gallery can be integrated into the learning experience of students in public, private, and home schools. The
gallery provides similar services to local GED programs, colleges, and community organizations.

Finally, the gallery plays an important role as custodian of the College’s historic collections of art and arti-
facts. On one hand, the gallery oversees the care, conservation, and housing of the objects. On the other
hand, it advocates the study, display, and interpretation of those materials.

OBSERVATORY

The Michael L. Britton Memorial Observatory, on top of the conical metal structure adjacent to the Tome
Scientific Building, consists of a 24-inch Ritchey-Chrétien telescope with an Apogee AP7 512 x 512
charge-coupled device (CCD) camera. The CCD comes equipped with UBVRI filters and is used for
imaging and multicolor photometry of variable stars and asteroids. The telescope supports student/facul-
ty research and gathers synoptic observations that can provide data for student projects.

Dickinson students also have access to Lowell Observatory’s 31-inch telescope through the National
Undergraduate Research Observatory Consortium, of which Dickinson is a charter member. Located near
Flagstaff, Arizona, the Lowell 31 inch is equipped with a large format CCD camera.

PLANETARIUM

The Kanev Planetarium in the Tome Scientific Building is equipped with a computer controlled Spitz
System 1024 projector. Planetarium programs are produced with substantial work study student partici-
pation for the College community, local schools and the general public. Show content engages the physi-
cal universe, while reflecting global fascination with the heavens above. Topics include the seasonal appear-
ance of the sky and cover the attempts of humankind to understand the universe surrounding them from
prehistoric megaliths aligned to the heavens to the latest gleanings from space technology about the struc-
ture and evolution of planets, stars, galaxies and the universe itself. Recent shows have included “Winter
Wonderland” and “Celtic Mysteries.”

LANGUAGE HousEs

The departments of Russian, Spanish and Portuguese, and Italian sponsor language houses (Russian
House, Casa Hispanica and Italian House) in which interested students may apply to live. Residents speak
the language of the house. The departments of French and German have collaborated with the Office of
Global Education to form the International House. The International House is a residence of French
speakers, German speakers, East-Asian studies majors, international students, and students interested in
study abroad. An international student assistant is in residence in each of the houses to encourage active
use of the language and to help organize social and cultural events sponsored in conjunction with the lan-
guage clubs and the departments. Holiday and traditional dinners, films, lectures, as well as informal gath-
erings provide opportunities for students to maintain and extend language skills learned in classes and
while studying and traveling abroad.

In addition, the students of Attic Greek, Latin and classical studies have organized a Classics House.
Although the students in the Classics House do not speak the languages, they are similarly involved with
activities of the Classics department, particularly with the Roberts Lecture and associated events.

186

ApvIsING/THE CLARKE CENTER

ADVISING

ACADEMIC PROGRAM ADVISING

EEE
Entering students are assigned to academic advisers who are usually members of the faculty or academic
professionals. Normally students continue with those advisers until they are ready to declare major fields
of concentration, in the sophomore year. When declaring the major, each student requests or is assigned
an adviser in the major field. Students are encouraged to seek advice from special advisers for help with
planning for professional and graduate study, internships, off-campus study, and careers. Additionally stu-
dents may discuss academic concerns, planning for majors, and preparations for graduate studies with any
member of the faculty. All faculty members maintain office hours when students are welcome to take ques-
tions to them and seek their advice on academic matters.

Students are responsible for selecting the courses in which they enroll and for the election of courses
which will satisfy the requirements of graduation. Advisers are available throughout the academic year,
and students are encouraged to meet with their advisers frequently. During each registration period stu-
dents are expected to meet with their academic advisers to review progress and revise plans.

Special Advisers: Consultation with special advisers is recommended and sometimes required when stu-
dents plan specific careers or wish to participate in specific programs. The College roster identifies faculty
directors and advisers of specific programs. Advice about the opportunities for studying off campus may
be obtained from the Office of Global Education (see page 174). Students seeking to undertake intern-
ships, on or off campus, need to seek advice in the Career Center (see page 208).

Counselors: Academic concerns are often intertwined with personal development. Licensed and certified
professionals as well as peer counselors serve students through an extensive counseling network. Active
referral and cooperation within the counseling and advising network encourages students to seek appro-
priate guidance and support throughout their college careers. (see page 204)

Class Deans: A student who has questions and would like to consult with someone other than an academic
adviser is encouraged to speak with his or her class dean. A student considering taking a leave of absence
or withdrawing from the College should discuss options with the class dean. Class deans are identified in
the College Roster.

THE CLARKE CENTER

The Clarke Center for the Interdisciplinary Study of Contemporary Issues is founded on two principles.
First, the Center affirms Dickinson’s belief that education in the liberal arts is the best preparation for the
challenges of citizenship and career. Programming aims literally at “bringing the liberal arts to life” by con-
necting students’ experience in the classroom with compelling issues confronting our local, national, and
international communities. Second, the Center emphasizes the application of interdisciplinary approach-
es to contemporary issues. Six of the College's interdisciplinary programs sponsor the Center: American
Studies; Environmental Studies; International Studies, Business and Management; International Studies;
Policy Studies; and Women’s Studies. All activities are open to participation by the entire Dickinson com-
munity, however.

The Center is named for Dickinson Trustee Henry D. Clarke, Jr., founder and chief benefactor. Staff
includes the Director, Professor of Political Science Douglas T. Stuart; Associate Director Michele K.
Hassinger; Program Assistant Jolie Rankin; and eight to ten student Project Managers/Interns. Extensive
responsibility for designing, publicizing, and implementing programs is assigned to the student staff, who
receive valuable organizational and communications experience. Ideas for individual programs and events
are solicited from all Dickinsonians students, faculty, administrators, trustees, alumni, as well as the larger

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community. Center activities include the following:

Lectures, panels, symposia The Center sponsors presentations ranging from individual lectures to sym-
posia and conferences, each focusing on a pressing contemporary issue. For example, the Center has spon-
sored events on environmental sustainability, the presidential elections, life on Mars, the future of Russian
democracy, feminism and politics, and the physics of the films Star Trek and Contact.

Annual theme Each year, the Center devotes a major portion of its resources to activities organized around
a single topic or theme. Lectures, panels, and symposia on the topic are coordinated with academic course
offerings. Annual themes to date are Democratization (1994-95), Race & Ethnicity: The Politics of
Identity (1995-96), Environmental Sustainability (1996-97), Citizenship (1997-98), Education, Power,
and Responsibility (1998-99), Corporations and Globalization (1999-2000), War (2000-2001) and
Crossing Borders (2001-2002).

Visiting Fellows Each semester, the Center brings to campus a group of visiting fellows, or “teacher prac-
titioners.” Fellows are leaders from business, government, the media, and other fields who can enrich stu-
dents’ understanding of the connections between the liberal arts and citizenship. They make presentations
to the community and participate in classes. Fellows have included William Howard, presiding judge in
the Susan Smith murder trial; Peter Montague, community activist and Director of the Environmental
Research Foundation; Crisenzio Arcos, former U.S. Ambassador to Honduras and AT&T Vice President
for Latin American Affairs; Lowell Weicker, former Connecticut governor and senator; Dr. John Gaddis,
Professor of History, Yale University; Richard Rodriguez, frequent commentator on The News Hour with
Jim Lehrer; Joan Spero, former Undersecretary of State for Economics and Business and current President
of the Doris Duke Charitable Foundation; Richard McCauley, CFO, Europe, Middle East & Africa,

Lucent Technologies, and Oscar Arias, Nobel Peace Prize winner.

Campus forums In order to encourage thoughtful debate of questions directly confronting the Dickinson
community, the Center and the Student Senate co-sponsor periodic forums. These events bring together
students, faculty, and administrators for open conversation. Recent forums included business education at
Dickinson, financial aid policy, housing, and town/gown relations.

Interdisciplinary education The Center encourages efforts to enhance the College’s interdisciplinary course
and program offerings. Activities range from support for individual faculty in designing courses to confer-
ences on interdisciplinary education.

LECTURES AND SYMPOSIA

A wide range of programs at Dickinson presents many occasions for the celebration of intellect and talent
in all disciplines. These lectures, performances, films, exhibits, and symposia demonstrate the value of the
liberal arts while furthering educational experience. Students are actively involved in planning and pre-
senting a variety of these events.

COMMON Hour

The Common Hour was established as a pause in the weekly schedule when the Dickinson community
can gather to discuss topics of interest to the entire community and enjoy programs that enrich our intel-
lectual and cultural lives. A committee of faculty and students oversees the scheduling of programs which
range from concerts to discussion of topics of immediate importance locally and internationally. Each
Wednesday noon throughout both semesters, the programs are followed by a buffet lunch and the oppor-
tunity for informal conversation among students, faculty, and administrators. Beginning in Spring 2003,
the programs will be on Tuesdays at noon.

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JoserH PRIESTLEY CELEBRATION

Each year the Priestley Celebration brings to campus a distinguished scientist to be honored for discover-
ies which contribute to the welfare of mankind. The award is made in memory of Joseph Priestley, dis-
coverer of oxygen. During the celebration, the College’s collection of Priestley apparatus and memorabilia
is displayed. The recipient is given an honorarium and a ceramic medallion struck from an original 1779
mold by Josiah Wedgwood which bears a likeness of Priestley derived from a pen-and-ink drawing by John
Flaxman. The president of the College selects the award recipient from a slate of nominees submitted by
the Science Executive Committee, which solicits these nominations from science faculty, former Priestley
Award recipients, and others associated with the award since it was established in 1952. Recipients of the
Priestley Award are as follows:

1952 Sir Hugh Stott Taylor, for research and teaching in physical chemistry.

1953 Paul R. Burkholder, for the discovery of chloromycetin.

1954 Karl T. Compton, for peacetime use of atomic energy.

5 P Harold C. Urey, for the discovery of deuterium. Nobel Laureate in Chemistry 1934.

1956 Detlev W. Bronk, for distinguished service to mankind through biochemistry.

1957 Edward Teller, for distinguished work in nuclear physics.

1958 George Bogdan Kistiakowski, for work in chemical kinetics and thermodynamics.

1959 Willard Frank Libby, for distinguished contributions to the development of carbon dating.
Nobel Laureate in Chemistry 1960.

1960 Glenn T. Seaborg, for distinguished contributions through nuclear chemistry. Nobel Laureate
in Chemistry 1951.

1961 Maurice Ewing, for distinguished contributions in the fields of oceanography, climatology,
and geothermal measurements.

1962 Robert W. Woodward, for the synthesis of organic molecules. Nobel Laureate in Chemistry

1965.

1963 Kenneth S. Pitzer, for work in theoretical quantum chemistry.

1964 Isador I. Rabi, for work with quantum mechanics and molecular beams. Nobel Laureate in
Physics 1944.

1965 Joel H. Hildebrand, for research in the fields of solubility and the structure of liquids.

1966 Charles H. Townes, for work in microwave spectroscopy and masers. Nobel Laureate in
Physics 1964.

1967 George W. Beadle, for work in cytology and genetics. Nobel Laureate in Medicine 1958.

1968 Marshall W. Nirenberg, for the discovery of the genetic code.

1969 Linus C. Pauling, for research on the nature of chemical bonding. Nobel Laureate in
Chemistry 1954. Nobel Peace Prize 1962.

1970 George Wald, for distinguished contributions to the field of physiology of vision and bio-
chemical evolution. Nobel Laureate in Medicine 1967.

1971 Margaret Mead, for distinguished contributions to the field of anthropology.

1972 George C. Pimentel, for work in infrared spectroscopy and molecular structure.

1973 Philip H. Abelson, for geochemical studies.

1974 Henry Eyring, for his contributions to theoretical chemistry, the development of absolute
reaction rate theory.

1975 Carl Sagan, for his contributions to the exploration of the universe through radioastronomy.

1976 John G. Kemeny, for the development of BASIC computer language.
1977. W. Frank Blair, for environmental studies and ecology.

1978 J. Tuzo Wilson, for distinguished contributions in the development of plate tectonics.

1979 Melvin Calvin, for work in the chemistry of photosynthesis. Nobel Laureate in Chemistry
1961.

1980 Philip Morrison, for radioastronomy studies.

1981 Donald Knuth, for his work on computer programming and the design of computerized
typography.

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LECTURES AND SYMPOSIA

1982 Peter H. Raven, for his work in systematic botany and biogeography.
1983 Stephen Jay Gould, for his contribution to the fields of paleontology, evolutionary biology, and
the history of science.

1984 Hubert M. Alyea, for his contributions to chemical education.

1985 Harold P. Furth, for his contributions to plasma physics.

1986 Roald Hoffmann, for his contributions to applied theoretical chemistry. Nobel Laureate in
Chemistry 1981.

1987 Thomas FE. Banchoff, for his contributions to the understanding of four dimensional mani-
folds through computer graphics.

1988 Francis H.C. Crick, for his pioneering contributions to the field of molecular biology. Nobel
Laureate in Physiology or Medicine 1962.

1989 Arno A. Penzias, for his contributions in the field of radio astronomy. Nobel Laureate in
Physics 1978.

1990 Wallace S. Broecker, for distinguished contributions to the field of geochemistry.

1991 Harry B. Gray, for his contributions to bio-chemical-inorganic chemistry and inorganic pho-
tochemistry.

1992 Solomon H. Snyder, for distinguished contributions to the field of neuroscience,

1993 George Masters Woodwell, for distinguished contributions to global ecology.

1994 Gerald Holton, for distinguished contributions to the welfare of mankind through the field of
the history of science.

1995 Marvin Minsky, for distinguished contributions in the field of artificial intelligence.

1996 Leon M. Lederman, for distinguished contributions to our understanding of particle physics
and its interaction with cosmology. Nobel Laureate in Physics 1988.

oy Frank Press, for his contributions in geophysics and national science policy.

1998 Bruce N. Ames, for his contribution to basic and applied research on mutation, cancer, and
aging.

1999 J. Michael Bishop, for his distinguished contributions to our understanding of the molecular
mechanisms of cancer.

2000 Edward O. Wilson, for distinguished contributions to the field of conservation biology.

2001 John H. Conway for distinguished contributions to the field of applied and computational
mathematics.

THE Pusiic AFFAIRS SYMPOSIUM

The Public Affairs Symposium (PAS), in its 39th year, is a student organized four-day symposium featur-
ing debates, discussions, films, and other presentations. Human Rights 2000: Grasping the Global
Challenge, Science in Society, Sex & Social Issues, and Crime and Punishment are examples of topics
selected by the students in recent years. The PAS has brought to campus distinguished figures from gov-
ernment, business, education, and the entertainment industry, as well as many others, to discuss a topic of
broad public interest with members of the College and the community. The Poitras/Gleim lecture,
endowed by a gift from Ted and Kay Gleim Poitras, is held annually in conjunction with the symposium
and provides a forum to explore and promote cross-disciplinary thought and communication.

THE DICKINSON COLLEGE ARTS AWARD

The College’s Arts Award honors an individual or group who has made an outstanding contribution to the
creative or performing arts. Each recipient spends several days in residence at the College sharing talents
and ideas with the College community.

The Arts Award was initiated by the Dickinson faculty and endowed in 1959 by gifts from members of
the board of trustees in honor of William W. Edel, president of the College from 1946 to 1959. The recip-
ient of the award is given a Wedgwood medallion bearing the likeness of President Edel based upon a sculp-
ture created by Nancy Dryfoos, distinguished American sculptor. The medallion was cast for Dickinson

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LECTURES AND SYMPOSIA

College by the Wedgwood Potteries of Baralston, England. In addition to the medallion, the awardee
receives an honorarium. Recipients of the Dickinson College Arts Award are as follows:

Robert Frost, 1958-59, Poetry

Eero Saarinen, 1959-1960, Architecture
Judith Anderson, 1960-61, Theatre
Leonard Baskin, 1963-64, Graphic Arts
Walter Piston, 1965-66, Music

W. H. Auden, 1967-68, Poetry

John Cage, 1969-70, Music

The Philadelphia Orchestra, 1972-73, Music
Mauricio Lasansky, 1974-75, Printmaking
Zelda Fichandler, 1976-77, Drama
John Barth, 1980-81, Literature
Toshiko Takaezu, 1982-83, Ceramics
Thomas Binkley, 1982-83, Music
Pennsylvania Ballet, 1983-84, Dance
David Mamet, 1984-85, Drama
Robert Stone, 1986-87, Literature
Tommy Flanagan, 1988-89, Music
Horton Foote, 1989-90, Cinema

Leon Golub, 1991-92, Painting
Seamus Heaney, 1992-93, Poetry
Twyla Tharp, 1995-96, Dance

Phyllis Bryn-Julson, 1996-97, Music
Julie Harris, 2001, Theatre and Film
Milton Babbitt, 2002, Music

SPECIAL LECTURES AND SCHOLARS IN RESIDENCE

Each year distinguished public figures and outstanding scholars from American and foreign universities
present lectures on campus. Some of these international visitors come as scholars-in-residence for week-
long, semester-long, or year-long periods of time. All these people enrich the intellectual offerings of the
College and allow students and faculty to encounter new ideas and different opinions. Academic depart-
ments and student groups frequently sponsor lectures and small-group discussions which encourage the
exploration of issues beyond the classroom. Special lecture topics range from discussion of current politi-
cal, social, and economic issues to consideration of new scholarly developments within academic disci-
plines.

The Morgan Lectureship Endowed by the board of trustees in 1929, in grateful appreciation for the dis-
tinguished service of James Henry Morgan of the Class of 1878, professor of Greek, dean, and president
of the College, the Morgan Lectureship is used by the president of the College “for the procurement of one
or more special lectures annually upon such subject or subjects as he may deem wise...” The lectureship
brings to campus a scholar in residence for three to five days to meet informally with individuals and class
groups, and to deliver the Morgan lectures on topics in the social sciences and humanities. Recent schol-
ars have been Jorge Luis Borges, William Jordan, Fredric Jameson, Jonathan Spence, Michael Walzer,
Barbara Stoler Miller, James Rosenau, Paul Fussell, G.M. Tamés, and Margaret Miles, Patricia Spacks, and
Christopher Bigsby. The 2001 lecturer was Lawrence D. Kritzman, the Ted and Helen Geisel Third
Century Professor of Humanities at Dartmouth College. Dr. Kritzman’s topic was “The Intellectual
Diaspora in Europe: Jacques Derrida & Julia Kristeva.”

The Pflaum Lectures in History are supported by income from a fund contributed by students and friends
of the late Professor John C. Pflaum in appreciation of his effective teaching. The lectures bring to cam-
pus scholars who, like Professor Plaum, are particularly successful in oral presentation of historical topics.

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LECTURES AND SYMPOSIA

Dr. Samuel Bailey, Professor of History, Rutgers University, delivered the 2002 Pflaum Lecture entitled
“Immigrants in the Lands of Promise: A Comparative Analysis of the Italian Experience in the
Americas.”Other recent lecturers have been Graydon Tunstall, John Voll, Mercedes Vilanova and Harold
H. Saunders.

The Glover Memorial Lectures are presented in alternate years. This lectureship in science was established
in 1958 in memory of John Glover of Newcastle-upon-Tyne, England, the inventor of the Glover Tower,
and in memory of his son and grandson, Henry and Lester Glover, by the late Dr. John D. Yeagley and
Mrs. Yeagley of York, Pennsylvania. Recent Glover Lectures include Edwin Taylor's talk on “Star Trek
Visuals and Reality,” Edward Redish’s “From Here to the Future: How the Computer is Changing College
Teaching,” Peter Brancazio’s “Sports on the Moon,” Clint Sprott on “The New Science of Chaos,” Dr.
Dorrit Hoffleit’s presentation on “A Century of Women in Astronomy,” and Lawrence Krauss’ lecture on

“The Physics of Star Trek.”

The Rabinowitz Program was created by Wilbur M. Rabinowitz, Class of 1940 and a trustee of the
College, to enable students and faculty to benefit from encounters with articulate and knowledgeable
spokespersons whose careers are or have been in business or government. Individuals who have distin-
guished themselves in the corporate world or government are invited to visit the Dickinson campus as
participants in one of the two components of the program: the Benjamin Rush Award Ceremony or the
Executive-in-Residence Program.

The Benjamin Rush Award Ceremony recognizes outstanding achievement by a member of the business or
government community. The individual accepting the award presents a public lecture addressing the
relationship of a liberal arts education to the business or government world. Opportunities for mem-
bers of the College community to converse and discuss issues with the award recipient occur while the
recipient is on the campus.

The recipient of the award is presented with an honorarium and with a bronze medal which bears the
likeness of Benjamin Rush, the prominent colonial Philadelphia physician who was a key founder of the
College and a signer of the Declaration of Independence. The first Benjamin Rush Award was present-
ed in 1985 to the board chairman and chief executive officer of CBS. Recipients since then have includ-
ed three other corporate executives; the Minister of Trade, Industry and Energy of the Republic of
Korea; and the Director of the White House Office of Management and Budget. The 2002 recipient,
Ambassador Louise Frechette, Deputy Secretary General of the United Nations, spoke on “After
September 11th: Challenges and Opportunities for the UN.”

The Executive-in-Residence Program brings to campus, for residencies of three to five days, individuals who
have been identified as strong contributors to current developments in the business world. These exec-
utives participate in classes and less formal gatherings which permit them to engage in discussions of
significant issues facing business leaders. The first Executive-in-Residence was J. Bruce McKinney, Class
of 1959, trustee of the College, and chairman and chief executive officer of the Hershey Entertainment
and Resort Company.

The Donald W. Flaherty Lecture in Asian Studies is supported by a fund established by students, col-
leagues, and friends of Professor Flaherty, a pioneer in the development of Asian studies at Dickinson. The
lectureship brings to campus scholars and speakers who reflect Professor Flaherty’s lifelong interest in all
aspects of Asian history, culture, and politics. Since the inaugural lecture in 1987-88, prominent Asianists
have spoken on topics ranging from “Reflections on the Nature of Japanese Society” to “The Rise of the
Chinese Secret Service.” The 2002 Flaherty Lecture, entitled “In America’s Shadow: Postwar Japan in
Political Cartoons,” was delivered by Peter Duus, Past President of the Association for Asian Studies and
William H. Bonsall Professor of Japanese History at Stanford University.

The Roberts Lectureship, endowed by a generous gift by John Roberts in honor of his son, Christopher
(class of 1974), brings to campus distinguished international scholars of classics who lecture on topics
designed to show the relevance of classical studies to the modern world. The scholars who accept the invi-
tation give two lectures on the topic of their choice, one aimed at a general audience, another to a more

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professional one drawn from various classics departments in the region. At both occasions, members of the
college community and other guests are invited to discuss the issues with the speaker. Recent scholars have
been Christopher Pelling (Oxford), Karl Kalinsky (University of Texas), Shadi Bartsch (University of
Chicago) and Martha Nussbaum (University of Chicago School of Law). Paul Cartledge (Cambridge) will
lecture in 2002, Miriam Griffin (Oxford) in 2003.

ACADEMIC POLICIES AND PROCEDURES

INFORMATION FOR STUDENTS WHO ARE ENROLLED FOR A DICKINSON
DEGREE

Enrollment and Registration New students plan their course schedules in the summer prior to arriving on
campus. Students will meet with a faculty adviser assigned during the orientation period of their first
semester to discuss the schedule and the student’s long-term academic goals. During each subsequent
semester, students plan their course schedules with their adviser during the advising period which precedes
registration. Registration for spring semester occurs in late October/early November; registration for fall
semester occurs in late March/early April. Freshman seminars are assigned on the basis of a preference ques-
tionnaire submitted by the student during the summer.

Registration check-in is held immediately prior to the first day of classes each semester, All returning stu-
dents must participate. Check-in is completed via an on-line web form; those who are unable to access the
web during this time period should notify the Registrar’s Office in advance. It is assumed that those stu-
dents who do not check in during this time period are not returning to the college. Therefore, any student
who does not check-in will be officially withdrawn from the college and all courses, financial aid and hous-
ing will be immediately cancelled.

Calendar Courses are offered in two semesters, each totalling 15 weeks (including classes, a brief reading
period, and final examinations). The fall semester begins in early September and concludes prior to the
holidays. Students have a reading period of a few days after the end of classes in which to take stock of their
work for the semester and prepare for the final examinations and papers which are scheduled at special
times during the subsequent week. Spring semester begins near the end of January and runs through mid-
May, following a similar pattern. The College offers a summer school program each year in the months of
June, July and August. There are usually two five-week sessions. Classes meet daily, providing an intensive
period of study. Students may register for a maximum of two courses per summer session.

Class Size First-year seminars, all foreign language classes, courses on writing, and most upperclass semi-
nars have class enrollments of approximately 15 students. A typical introductory course enrolls 35 students,
most intermediate-level courses have 25 to 30 students, and 300-level courses usually enroll 25 students.
Some introductory science course lectures enroll classes of 50 to 75 students, with accompanying labora-
tories for these courses conducted in sections of 12 to 28; others using a “workshop” approach meet for
two hours of integrated lecture and lab for 20 to 25 students, three times a week. Advanced science class-
es and labs are usually under 25. Maximum class sizes are established in order to provide students with ade-
quate opportunities to interact with their professors and with other students. As a result, students do not
always gain access to their first choice of courses during a given registration period, and some majors are
more difficult than others to initiate. Consistent with the College’s commitment to overall balance, how-
ever, every effort is made to anticipate such problems and when necessary to open new course sections.

Course Load and Credit A normal schedule is four courses each semester. A student who wishes to carry
fewer than three courses must receive permission to be part-time from the Registrar. During his or her
Dickinson career, a student may register twice for a semester load of five course credits; registration for a
fifth course may be completed only during the Add/Drop period.

Each course, unless otherwise noted in the course description, is equivalent to four semester hours. Credit

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ACADEMIC POLICIES AND PROCEDURES

for courses is based on the assumption that at least three hours of study accompany each class period
(excluding labs). Half courses exist in only a few departments and may meet either for only half the semes-
ter or on a half-time basis for the entire semester. Physical education courses and some military science
courses carry no academic course credit.

Course Schedule NOTE: Students are responsible for selecting the courses in which they enroll and for
the election of courses which will satisfy the requirements for graduation. Students enroll in four cours-
es each semester. Normally, a course meets three times a week for 50 minutes or twice a week for 75 min-
utes; some upperclass seminars meet just once during the week for three hours. Some natural and mathe-
matical science courses meet in two-hour lecture and laboratory workshops several times a week or sched-
ule advanced laboratories or field trips in single afternoon blocks. This variety in the weekly schedule pro-
vides class times suited to differing teaching methods and to the requirements of specific subjects. For
example, brief but frequent meetings are often the best way to learn information, practice a skill, or dis-
cuss a series of related issues. Sometimes extended workshop sessions serve well the rhythms of a course
that requires room to develop an idea or explore a problem or acquire a technique.

Changes in Course Schedules Students may make changes in their course registration during the first five
days of the semester, referred to as the add/drop period. No change in registration is official until the stu-
dent has made the change using the on-line registration system or confirmed the change in the Registrar's
Office. Starting a course after the first few days of classes is usually not advisable. Changes to or from the
pass/fail option and in the use of the audit status require the instructor's permission. It is the responsibili-
ty of the student to obtain the instructor's signature on a form and return that form to the Registrar’s Office

before the end of the add/drop period.

Changes in Course Level Certain courses in the languages, sciences, and mathematics are offered at sev-
eral levels. Students who find themselves enrolled at an inappropriate level in these courses may change
level with the approval of the instructor during an additional period of approximately two and a half weeks.
(See College calendar for exact date.)

Auditing Courses A student may attend a course without credit by registering to audit the course. The
permission of the instructor is required. Audit registration occurs during the add/drop period. A student
who has received credit for a course may retake the same course on an audit basis. Students who are
enrolled for three or more courses may audit without an additional fee. The instructor stipulates the
requirements of the course for all auditors early in the semester. Courses taken as audits do not appear on
a student's transcript unless the instructor authorizes such an entry at the end of the semester.

Late Changes in Course Schedule Add/drop and change-in-level deadlines are significant points in the
semester beyond which any change in schedule affects academic performance. For this reason, students
who want to make additions or changes in the level of their registration after these deadlines must make
their request by petitioning the Committee on Academic Standards through the Office of the Associate
Dean of the College. A student may withdraw from courses until 15 days after Roll Call of each semester.
After this period, withdrawal will require a full review before the Committee on Academic Standards.
Withdrawal from a course will be indicated by the entry of a “W” grade in the student’s record. Withdrawal
is not an option for physical education courses. The option to withdraw from a course and the use of "W"
grades without prior review and approval by the Committee on Academic Standards is limited to two
courses during a student’s Dickinson career. Withdrawals involving a change from full-time to part-time
status will be accepted only if the change of status has received prior approval by the registrar. A student
may petition the standards committee to drop a course from the record only when, through no fault of the
student, no substantial participation in the course has occurred.

Grading Professors evaluate student achievement by the traditional means of written comments on papers
and exams as well as by assigning letter grades. They are also available to students for individual confer-
ences, to answer questions or discuss complaints, and just to talk further about some important matter
raised in class. Faculty report an evaluation of student performance twice each semester. At mid-semester
(Roll Call), the following grades are reported for all students: “S” indicating satisfactory achievement to

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date (work of “C” quality or above), “U” indicating unsatisfactory achievement (work of “C-” or below),
“I” indicating incomplete work outstanding, and “NE” indicating no evaluation made by the faculty mem-
ber (applicable to an entire course or section). These roll call grades are available to students via the college
website and are sent to advisers and serve as a useful benchmark for progress; however, they do not become
part of the student's permanent record, At the end of each semester final grades are reported which become
part of the student's permanent record. Once a grade has been reported to the Registrar's Office, it may
not be changed unless the change has been requested by the instructor and approved by the dean of the
College. Students who think that a final grade may be inaccurate should begin by contacting the profes-
sor as soon as possible. Grade changes need to be submitted to the dean of the College for approval by no
later than Roll Call of the subsequent semester.

Most coursework, independent study, and independent research work are graded on an A through F grad-
ing scale incorporating pluses and minuses. A student’s cumulative average is based on letter grades received
in Dickinson courses and at other colleges in the Central Pennsylvania Consortium (Franklin and Marshall
and Gettysburg). Two other grading options, pass/fail and credit/no credit, exist and are explained below.

A through F Grading: All courses are offered for a letter grade unless otherwise listed in the bulletin or in
the course offerings booklet. The letter grades reflect the achievement of Dickinson students in the fol-
lowing manner: A, exceptionally high level of achievement; B, substantial level of achievement; C, satis-
factory level of achievement, the minimum average grade required for graduation; D, minimal level of
achievement required to receive course credit; F, unacceptable level of achievement. Plus (+) and minus
(-) are gradations of the letter grade scale.

A student’s cumulative average is based on the numerical value assigned to letter grades:

A 4.00
A- 3.67
B+ 3.33
B 3.00
B- 2.67
C+ 2353
& 2.00
C- 1.67
D+ 1.33
D 1.00
D- 0.67
F 0.00

Pass/Fail Grading: The pass/fail grading system in courses for academic credit is an option intended to
encourage students to venture into new intellectual fields. This option is available on a limited basis to stu-
dents after the first semester of their freshman year.

Under this system, “pass” is defined as work of a quality earning a grade of at least “C” and “fail” is defined
as work of a quality earning a grade of “C-” or below unless the instructor indicates a different criterion
for the grade of “pass.” Taking a course on the pass/fail basis requires approval of the instructor. It is the
responsibility of each individual instructor to indicate at the beginning of the course the standards for pass-
ing and failing work in that course. Some departments may prohibit use of the pass/fail option in specific
courses and, normally, pass/fail work should not be included among courses taken for the major or minor
program requirements. In courses numbered 300 and above, pass/fail may be taken by permission of the
instructor only, Courses taught on the credit/no credit system may not be taken on a pass/fail basis.
Students may take no more than one course on a pass/fail basis each semester and no more than a total of
four pass/fail courses among the 32 required for graduation. Changes to or from a pass/fail grading basis
must be made during the add/drop period.

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ACADEMIC POLICIES AND PROCEDURES

Credit/No Credit Grading: Credit/no credit grading, in contrast to the pass/fail system, is not the student's
option. Each semester a few courses are offered on the credit/no credit basis at the request of the instruc-
tors and with the approval of the Committee on Academic Standards. All students registering for a course
offered for credit/no credit will be evaluated on that basis. Mastery of the course’s objectives is considered
a satisfactory completion of the course and results in a grade of “credit.” Failure in the course results in a
grade of “no credit.” Normally, internships are offered on a credit/no credit basis. As with the pass/fail sys-
tem, neither grade results in a change to the student’s cumulative average. The option to enroll in credit/no
credit courses is open to all students including first-semester freshmen (except internships, normally limit-
ed to juniors and seniors) with no maximum number of credit/no credit enrollments.

Incomplete Grades: A grade of “incomplete” may be reported only in cases in which illness or other seri-
ous emergency has prevented the student from completing the work for the marking period. No incom-
plete is in effect until a form has been filed with the registrar that states the reasons under which it has been
granted, contains an evaluation of the student's work to the date of the incomplete, and is signed by both
student and instructor. An incomplete may not be reported because of negligence or procrastination on
the part of the student. An incomplete grade must be cleared before Roll Call of the following semester
unless an exception is granted by the Committee on Academic Standards. In every case, the incomplete
must be cleared before the end of the second semester following. If an incomplete has not been cleared
within stipulated time limits, the appropriate grade indicating a lack of satisfactory completion will be
recorded.

Grades in Year Courses: Independent Study and Independent Research registered for year-long activity, as
well as several senior seminars, may receive either a letter grade for the term or an "S" grade with course
credit. Upon completion of the second semester, an "S" grade may be converted to a letter grade along with
the second semester's letter grade and credit.

Course Failure: A letter grade of “E,” a “fail” under the pass/fail system, or a “no credit” under the cred-
it/no credit system are all evaluations expressing failure in a course. The letter grade of “F” results in a
reduction of the cumulative average, while “fail” and “no credit” do not change the average. A failed course
may be retaken for credit. In the case of letter-graded courses, both the original grade and the new grade
are calculated in the average. All failing grades continue to appear on the student's academic record regard-
less of course repetition.

Progress toward the Degree: Normally, students complete either the B.A. or the B.S. degree programs in
eight semesters by taking four courses per semester. Students are expected to meet all requirements for
graduation in effect at the time of their matriculation. Responsibility rests with the student for the election
of such courses as will satisfy the requirements of the College for graduation.

A minimum of 16 courses must be taken on the Dickinson campus. A Student must be accepted for a
major field of concentration by the time he or she earns junior standing. A student who does not have a
declaration of a major on file in the Registrar's Office by the end of the semester in which the sixteenth
course (counting towards the degree) is completed may be required to withdraw from the college. Six of
the last eight or the last four courses in a student's program must be taken on campus in order to fulfill the
senior residence requirement. All course work taken at other institutions after admission as a degree can-
didate must have prior approval from the Registrar (for domestic study during summer school) or the
Associate Dean for International Education (for international study at any time during the year and
domestic study for an academic semester). A student must be in good standing and obtain prior approval
to study at another institution during the academic year. Approval for this status can be granted for one
semester or one year. Students may transfer up to one full year of academic work (a total of 9 courses) if
prior approval of the program has been obtained.

Minimum Standards The faculty assumes that every student admitted to Dickinson will be able to quali-
fy for graduation. However, the opportunity to continue at Dickinson is a privilege that a student must
earn by academic achievement. A student who fails to meet the minimum grade point average for his or
her class will be required to withdraw unless the Committee on Academic Standards takes action other-

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wise. Dickinson College reserves the right, at any time, to require withdrawal from the College of any stu-
dent whose academic performance or personal conduct on or off the College campus is, in the sole judg-
ment of the College, unsatisfactory or detrimental to the best interests of the College. Neither the College,
nor any of its trustees, officers, faculty, or administrative staff shall be subject to any liability whatsoever on
account of such action. Action by the Committee on Academic Standards may include a warning or plac-
ing a student on academic probation.

The minimum average for a freshman to be in good academic standing is 1.75. At the end of the first
semester of the freshman year students falling below 1.75 will be placed on academic probation for the fol-
lowing semester. At the end of the second semester of the freshman year students with cumulative grade
point averages below 1.75 will be required to withdraw. Sophomores must achieve a minimum grade point
average of 2.00 Sophomores who have below a 2.00 at the end of the first semester of the sophomore year
will be placed on probation for the second semester. Sophomores with below a 2.00 at the end of the soph-
omore year will be required to withdraw. Juniors and seniors must have a cumulative average of 2.00.
Juniors and seniors with cumulative grade point averages below 2.00 will be required to withdraw from
the College. In order to graduate a senior must have a minimum grade point average of 2.00. A student
on probation must show significant improvement during the semester of probation in order to remain at

the College.

In addition to maintaining a minimum grade point average, students are expected to make satisfactory
quantitative progress toward the completion of degree requirements. Full-time students are normally
expected to complete at least 4 courses each semester and to progress one grade level each year. Evaluation
of progress occurs at the end of the academic year when grades for spring semester are posted. Freshmen
become sophomores when seven courses creditable toward graduation are completed. Sophomores achieve
junior status after 15 courses and juniors become seniors after 23 courses. For students who fail to progress
one grade level and for part-time students, satisfactory academic progress will be measured by comparing
the number of courses attempted to the number completed successfully, Attempted courses include all
withdrawals, incompletes, and failures. To be considered to be progressing satisfactorily, students must have
completed successfully the following percentage of courses attempted:

Freshmen - 60 percent
Sophomores - 70 percent
Juniors, Seniors - 80 percent

The Committee on Academic Standards interprets and applies these standards on a case-by-case basis at
the end of each semester. The Committee on Academic Standards may warn a student if his or her semes-
ter average falls below the minimum required cumulative grade point average even when the cumulative
average allows the student to remain in good academic standing; continued performance at current level
would remove student from good academic standing.

The Committee on Academic Standards may place a student on academic probation if the student has
proven ability to achieve the established probationary average; a low semester average does not include any
failing grades; or while on probation the student’s average meets or exceeds the established probationary
average when the cumulative average remains below the minimum for good standing.

A student with three consecutive semesters with averages below 2.00 will be required to withdraw from the
College, even if his or her cumulative grade point average remains above a 2.00. Students on academic pro-
bation are determined to be making satisfactory progress for the purpose of receiving financial aid.

Dean’s List Full-time degree-seeking students who, in a given semester, earn a superior academic average
are named to the Dean’s List. Academic qualification for inclusion on the Dean’s List requires that the stu-
dent earns a 3.70 academic average for the semester, with no grades lower than a C- and no incomplete
grades. A minimum of three courses must be completed for a grade, and the student must have a cumu-
lative grade-point average greater than 2.00.

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ACADEMIC POLICIES AND PROCEDURES

Credit for Course Work at Other Institutions Course work submitted by transfer students is evaluated by
the registrar after a preliminary and tentative appraisal has been performed by the admissions counselor.
In general, coursework taken at accredited colleges or universities that parallels the curriculum at
Dickinson is transferable provided grades of “C” (2.00 ona 4,00 scale) or better have been earned. A max-
imum of 16 courses may be accepted for transfer. Transfer students must then complete the remaining 16
courses toward graduation on campus.

Dickinson students who desire to study away from campus for summer study or during the academic year
must obtain prior approval of the program of study. In general, the same conditions for acceptance of pro-
posed courses apply as described above for transfer students. Students in good academic standing may
receive up to a total of four transfer course credits for summer or January-term study at other approved
institutions; they may be taken in a combination of one or more summers. Off-campus study during the
academic year is normally limited to a maximum of four courses for one semester or eight courses for a full
academic year.

In addition, off-campus study in the senior year, if it precludes a student from being on campus for six of
the last eight courses, or the last four courses, preceding graduation, requires special approval from the
Committee on Academic Standards. Special approval is also necessary for participation in more than two
semesters of study off campus or for participation in more than one off-campus program.

Final determination of credit and satisfaction of Dickinson distribution and language requirements will be
determined by the registrar.

CHANGES IN STUDENT STATUS

Pe lc tr ea
Leave of Absence An approved leave of absence for one semester or one year enables a student to maintain
enrollment at the College but does not permit any academic work to be taken for subsequent transfer cred-
it. This status may be granted by the student's class dean and is subject to renewal. Students who return
on schedule do not need to apply for formal readmission. Students should contact their class dean to obtain
the appropriate forms and information and to schedule an exit interview.

A voluntary leave of absence may be granted prior to the date of Roll Call for any given semester. “W” (for
withdrawal) grades will be recorded in lieu of a regular grade for all registered courses. A student may be
required by the dean of the College to take up to one semester's leave of absence if such action is judged
to be in the student’s academic interest.

College Initiated Medical Leave of Absence Dickinson College reserves the right to require a student to
take Medical Leave of Absence (MLOA). This supercedes voluntary leaves of absence and/or withdrawal.
The Dean of Students may require a Medical Leave of Absence at any time it is deemed necessary to pro-
tect the student, other students, members of the College community or the interests of the College itself.

MLOA may be required when:

a. A student demonstrates danger to himself/herself or others because he/she attempts or threatens sui-
cide or homicide or engages in a behavior that threatens or could cause imminent life-threatening
bodily harm to himself/herself or others.

b. A student demonstrates danger to himself/herself or others because he/she evidences symptoms of
psychosis and/or mania.

c. A student refuses or is unable to cooperate with a recommended evaluation or treatment procedure
that the Dean considers necessary to provide reasonable assurance of the safety of the student or oth-
ers in the community.

The Dean of Students will make the final decision regarding college initiated MLOA. The Dean of
Students will consult with professionals from Counseling and/or Health Services in order to arrive at a
decision regarding medical leave. Input from professionals outside the College’s employ will not be con-

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ACADEMIC POLICIES AND PROCEDURES

sidered unless specifically solicited by the Dean. The student will be given verbal and written notification
of MLOA status as soon as possible. The length of any MLOA will be determined on a case-by-case basis
depending upon the circumstances surrounding the leave.

When a student who has been on MLOA wishes to return to the College, he/she must notify the Dean of
Students in writing. The student will not be permitted to return to the College until the Dean is satisfied
that the condition(s) necessary for return have been met. As a condition of return, the Dean of Students
may require or encourage continued treatment during the student’s period of enrollment to facilitate reen-
try into the College community and to assist the student in negotiating the demands of the environment.

Withdrawal Withdrawal from the College, whether voluntary, required, or administrative, discontinues
one’s enrollment as a degree candidate. A student who withdraws and later wishes to return must make for-
mal application to the registrar for readmission. If the student's average was below the minimum class stan-
dard, the application will be considered by the Committee on Academic Standards. When possible, the
student’s academic adviser at the time of withdrawal will be consulted as a part of the committee's consid-
eration of an application for readmission. If the student was required to withdraw for non-academic rea-
sons, the application process will normally also include a clearance interview with a member of the coun-
seling staff, as well as the possibility of additional documentation being required. Any conditions set forth
by the College when the withdrawal became effective must be satisfied at the time of reapplication.

Voluntary: A student may withdraw voluntarily at any time, with “W’ grades being recorded for all regis-
tered courses if the withdrawal is made on or before the last day of classes. If withdrawal is made during
the final examination period, regular grades will be recorded. Students should contact their class dean to
obtain the appropriate forms and information and to schedule an exit interview. Ordinarily, students must
wait a full semester (not a summer session) after withdrawing from the College before making reapplica-
tion. Students who wish to reapply sooner must petition the Committee on Academic Standards.

Required: Students whose academic average falls below the minimum standards for their class are required
to withdraw. The Committee on Academic Standards may make an exception and allow a student to con-
tinue enrollment on academic probation for which special requirements are established. A student may be
eligible to apply for readmission by attending an accredited institution for one semester (not a summer ses-
sion) with a full program of study approved in advance by the Office of Academic Affairs and the
Committee on Academic Standards, attaining a minimum average of 2.25, and having no grades lower
than a C. Military service or satisfactory employment for at least one year may be substituted for a semes-
ter of academic work. Note: See below for additional criteria for readmission.

Administrative: Students who fail to register or to check-in at the beginning of the semester and who do
not inform the Registrar’s Office of their plans will be administratively withdrawn. Such students may
apply for readmission.

Readmission Any formerly matriculated student who wishes to re-enroll must file an application for read-
mission. Such applications should be filed with the registrar prior to May 15 for the fall semester and prior
to November 15 for the spring semester. If the student’s average was below the minimum class standard,
the application will be considered by the Committee on Academic Standards. When possible, the student's
academic adviser at the time of withdrawal will be consulted as a part of the committee's consideration of
an application for readmission. If the student was required to withdraw for non-academic reasons, the
application process will normally also include a clearance interview with a member of the counseling staff,
as well as the possibility of additional documentation being required. Any conditions set forth by the
College when the withdrawal became effective must be satisfied at the time of reapplication. A student who
is readmitted must meet requirements in effect at the time of readmission.

Favorable action in readmission, either by an individual or a committee, does not necessarily constitute a
guarantee of a space in the College. It is quite possible that a student applying for readmission might have
fulfilled all requirements or conditions for readmission but still be denied access to the college for a par-
ticular semester or year because of space limitations.

ACADEMIC POLICIES AND PROCEDURES

A student who is absent from the College at least three years, and who is readmitted and successfully com-
pletes the equivalent of at least two semesters of work on campus, may petition the College committee on
Academic Standards to have course credits toward graduation an cumulative grade averages based only on
work accomplished after the second matriculation. “Successful completion” will mean the attainment of at
least a 2.00 average, or a higher probationary average, as stipulated by the committee.

Dismissal A student required to withdraw for a second time for academic reasons is dismissed from the
College without the privilege of readmission at any time.

INFORMATION FOR STUDENTS NOT ENROLLED FOR A DICKINSON DEGREE

A non-degree student may be part-time (fewer than three courses) or full-time (between three and four
courses) depending on the circumstances of admission. This status can be changed only by agreement with
the office that admitted the student.

Non-degree students who are attending Dickinson while enrolled in another institution must be in good
academic standing at their home school and have the recommendation of the appropriate official respon-
sible for approval of their program. It is the responsibility of such students to obtain all advice necessary
regarding their course selections and various grading options from their home institution.

Conversion to Degree Status Non-degree students may apply to the Office of Admissions for degree sta-
tus. If approved, all coursework completed at Dickinson will be accepted toward the degree, provided that
the student has more than 12 courses remaining to graduate. At least 12 courses must be taken while
enrolled for a degree and with an approved major field of concentration. A minimum of 16 courses must
be taken at Dickinson. In general, coursework taken at accredited colleges or universities that parallels the
curriculum at Dickinson is transferable provided grades of C (2.00 on a 4.00 scale) or better have been
earned. In general, the student must meet all requirements for graduation in effect at the time of accept-
ance.

200

STUDENT LIFE AND SERVICES

At Dickinson College the living/learning environment extends far beyond the limits of the classroom,
library, or laboratory. Whenever and wherever students congregate with their peers or with other College
community members, there is conversation and collegiality. The mix of faculty, staff, and students from
varied backgrounds and disciplines shapes Dickinson campus life. Learning occurs in the classroom, on the
athletic field, in the art studio, in the social lounge, and in the residence hall, from early in the morning
until late at night.

As members of the Dickinson College community, students are expected to conduct themselves in a man-
ner consistent with the pursuit of the College’s educational objectives and conducive to the health and safe-
ty of others. All students are expected to be familiar with the policies in the Student Handbook and
Planner and the Student Code of Conduct printed and distributed annually by the Office of the Dean of
Students. Dickinson subscribes to the principles of the AAUP Joint Statement on Rights and Freedoms of
Students and seeks to regulate student conduct only in those areas relevant to the College's function as an
academic institution.

RESIDENTIAL LIFE

All full-time, matriculated students are required to reside in College-operated housing and participate in a
College board plan. Part-time students desiring College housing will be accommodated if space permits.
Most Dickinson students remain on campus on weekends, choosing to take part in the wide range of co-
curricular and extracurricular activities offered by the College under the auspices of academic departments,
Athletics, and the offices that comprise Student Life.

Full-time professionals provide leadership for the residential life program: four live in apartments on cam-
pus. In addition, a student staff of approximately 75 resident advisers, house/apartment managers, and
community advisers provide support and assistance to students living in the residence halls. In order to
meet the changing needs of students through their years at Dickinson, housing options range from resi-
dence halls with 40 to 200 students to small houses, suites, and apartments. The majority of residences are
co-ed. Most students live in double, triple, or quad rooms; a few live in single rooms.

Several smaller residence halls and houses are organized in support of special interests. Learning commu-
nities are encouraged, and students who wish to live together in special interest housing and participate in
programming related to a particular theme may apply. For housing purposes, Greek-letter social organiza-
tions are considered special interest groups. Residential Life establishes criteria and assigns space as avail-
able for special interest groups.

Resident students in most housing assignments (traditional buildings, suites, small houses) may choose
between two board plans (included in the room and board fee) and dine cafeteria style. Students living in
apartment style housing, and paying the apartment room rate, may choose another board plan. Students
can use their meal cards and declining balance accounts at different times throughout the day at the
Underground Coffee Bar and the Union Station Snack Bar. More information about meal plans can be
found by contacting Dining Services.

STUDENT ACTIVITIES

Students at Dickinson participate in a wide array of activities on campus including participation on the
all-College committees. Co-curricular opportunities enable students to develop and strengthen their val-
ues and interests through intellectual, athletic, cultural, and social experiences. Determining budget prior-
ities for student organizations, establishing campus policies, planning campus-wide events, and interview-
ing candidates for faculty and administrative positions provide students with meaningful learning experi-
ences which involve them in the decision-making processes of the College.

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STUDENT LIFE AND SERVICES

The Student Senate is the student representative governing body. Senators are elected annually based on
their class year. The officers and senators serve as liaisons with the student constituency, administration,
and faculty, and as student representatives on all-College committees.

Through allocation of the Student Activities Fee, the Student Senate funds a wide range of student clubs
and organizations which support the common interests and activities of their members and provide semi-
nars, speakers, tournaments, trips, and programs for the entire campus community. As initiators, officers,
chairpersons, and committee members of organizations, students develop and exercise interpersonal and
organizational skills while creating their own opportunities for recreation and entertainment. The Office
of Student Activities and Office of Greek Life provide staff and resources, which support student involve-
ment. Additionally, bus trips to New York City, Philadelphia, and Washington, D.C., and the surround-
ing area, are offered throughout the year and often include musical performances, visits to museums, and
other special events.

GREEK LIFE

There are a variety of social organizations, including fraternities and sororities, to participate in at
Dickinson College. Many students find the Greek system to be a forum in which to meet people, make
lasting friendships, develop leadership skills, and serve the community.

Approximately 23% of Dickinson College students are members of one of the eight fraternities (Delta
Sigma Phi, Kappa Sigma, Phi Delta Theta, Phi Kappa Psi, Phi Kappa Sigma, Sigma Alpha Epsilon, Sigma
Chi, and Theta Chi) or four sororities (Delta Nu, Kappa Alpha Theta, Kappa Kappa Gamma, and Pi Beta
Phi). Dickinson College students may join a fraternity beginning in the spring of their freshmen year, or
a sorority in the fall of their sophomore year.

Although Greek organizations are social groups, they also give students the opportunity to develop leader-
ship, participate in service to the Dickinson and Carlisle communities, and network with current and for-
mer Greeks. The Office of Greek Life also provides additional opportunities for social and educational
development with programs such as, Greek Life Lunches, Greek Gala, Greek Week, as well as other Greek-
focused speakers and activities.

INTERCOLLEGIATE ATHLETICS

On the court and on the playing field, in the classroom and in the laboratory, student athletes at Dickinson
are determined to excel. Dickinson athletes compete at the NCAA Division III level in 23 varsity sports,
11 for men (including baseball, basketball, cross country, football, golf, indoor and outdoor track and field,
lacrosse, soccer, swimming, and tennis), and 12 for women (including basketball, cross country, field hock-
ey, golf, indoor and outdoor track and field, lacrosse, soccer, softball, swimming, tennis, and volleyball. The
College is a founding member of the prestigious Centennial Conference.

The Red Devils athletic philosophy matches the College’s spirit of academic challenge. Excellent coaching
and training facilities provide a setting in which student athletes can develop both as players and individ-

uals.

For the dedicated Dickinson student athletes, the rewards of athletic participation are both immediate and
enduring. Dickinson provides men and women the opportunity to reach their athletic and academic
potential. The intercollegiate athletic offerings not only provide a balance to Dickinson's rich and demand-
ing intellectual life but also help promote a sense of community. Dickinson athletics foster the learning and
growing process that strengthens skills in leadership, diplomacy, discipline, teamwork, and perseverance.

Dickinson graduates value these essential skills and apply them intelligently for success in the workplace,
graduate study, and volunteer settings. In the long term, the experience of athletic competition plays an
integral role in the future of the Dickinson graduate.

202

STUDENT ORGANIZATIONS

STUDENT LIFE AND SERVICES

*Indicates professionally directed co-curricular program

Club Sports:
Cheerleading Squad
Equestrian Club
Fencing Club

Ice Hockey Club

Ski Club

Men's Volleyball Club
Ultimate Frisbee Club

Community Service:
Alpha Phi Omega
Alternative Spring Break
America Reads

Best Buddies

Big/Little Program
Carlisle Tutoring Program
Circle K

Habitat for Humanity

Admissions Host/Hostess Program

Non-Academic Honorary Societies:

Omicron Delta Kappa
Raven's Claw
Wheel and Chain

Language Interest:
French Club
German Club
Italian Club
Russian Club
Spanish Club

Media:

Microcosm Yearbook

The Dickinsonian Newspaper
WDCYV 88.3 FM

Performing Arts:
College Choir *

College-Community Orchestra *

The D-Tones

Dance Theatre Group *
Collegium *

Jazz Ensemble *
Looking Glass Theater
Mermaid Players *

The Octals

The Syrens

Symphonic Band *

Religious:
Catholic Campus Ministry
Dickinson Christian Fellowship

Hillel

Lutheran Student Movement
Presbyterian Campus Ministry
United Methodist Campus Ministry

Special Interest:

African American Society
All-College Formal Committee
Amnesty International
Anthropology Club

Asian Social Interest Association
Astronomy Club

BACCHUS

Belles Lettres *

Biology Club

Campus Activities Board
Chemistry Club

College Bowl

College Democrats

College Republicans

Concert Committee

Earth Now!

Flickheads

Gaming Club

Geology Club

International Club

Italian Club

Latin American Club
Mathematics and Computer Science Club
Middle Eastern Club

Model United Nations
Multicultural Club

Outing Club

PALS

PANDORA

Pre-Health Society

Psychology Club

Public Affairs Symposium
Rotaract

ROTC

Russian Club

Shambala

Society for Law and Justice
Speech and Debate Team
Springfest Committee

Student Alumni Council
Students Interested in Sustainable Agriculture
Students for a Free Tibet
Students for Animal Welfare
Treehouse

Zatae Longsdorff Center for Women

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STUDENT LIFE AND SERVICES

COUNSELING AND DISABILITY SERVICES

The Office of Counseling and Disability Services is dedicated to the enhancement of healthy student
development. Professional staff offers confidential, individual, and group psychotherapy and outreach serv-
ices which help students with both general developmental issues and with specific personal or interpersonal

difficulties.

Board-certified psychiatrists are available for students needing evaluation or medication. Assessment and
referral are provided for students who may be abusing alcohol or other drugs. In conjunction with the
Public Safety Office and the Office of Residential Life, 24-hour crisis intervention services are available for
students facing psychological emergencies.

Dickinson College is firmly committed to the principle of providing reasonable accommodation for stu-
dents with disabilities. To obtain information about services available, please contact the Coordinator of
Services for Students with Disabilities in the Office of Counseling and Disability Services.

STUDENT HEALTH SERVICES

Registered nurses, nurse practitioners, and physicians staff the Health Center which provides the follow-
ing services: primary health care for ill or injured students, gynecological services, limited laboratory serv-
ices, administration of allergy injections, anonymous HIV testing, self-care center for colds, referrals to
community specialists as needed, etc.

In order for the student to realize a full and rich academic and social experience, free from illness, injury,
or unexpected and potentially overwhelming medical expenses, the College requires all students to have
health insurance. The College offers a comprehensive policy at a very reasonable rate, which is automati-
cally billed to your account. If you wish to waiver out of the insurance, you may complete a waiver card
demonstrating comparable coverage. Students who hold citizenship from countries other than the United
States will be required to have the College-sponsored health insurance.

Carlisle Regional Medical Center is within walking distance of the College. The emergency department is
open and staffed 24 hours a day. The Public Safety Office will provide transportation to and from the hos-
pital if necessary.

In the State of Pennsylvania if a person is 18 years of age, or has graduated from high school, they are con-
sidered adults in the eyes of the law regarding their medical care. There are strict medical confidentiality
laws that prohibit any information being released regarding a patient visit without the written consent of
the patient. Written consent to release information and to whom must be signed at the time of the visit.
A blanket consent form signed prior to the visit is not legally binding and will not be recognized.

Dickinson College requires all students to have adequate health insurance. The college will automatically
bill students for this coverage in the fall and in the spring, unless the student provides evidence of compa-
rable or better coverage and submits this information on a waiver form to the Office of Student Accounts
each year.

PUBLIC SAFETY

The Dickinson campus is protected by modern security technology and a staff of seven full-time uni-
formed and armed public safety officers. All public safety officers give daily reports to the Department of
Physical Plant on security-related items after nightly rounds and checks of all campus facilities and
grounds. The residential life staff also turns in requests for repairs to locks, doors, and windows, as well as
for general maintenance. A summary of major and minor offenses which are known to the Dickinson
College Department of Public Safety during the most recent three-year period is available upon request by
currently enrolled students, employees, and candidates who have submitted a formal application for admis-
sion to the College. To receive a copy, write to the Admissions Office or the Human Resource Services

204

STUDENT LIFE AND SERVICES

Office, Dickinson College, RO. Box 1773, Carlisle, PA 17013-2896.

The Public Safety Office prepares a booklet on security concerns and emergency procedures that is pro-
vided to all students soon after they arrive on campus. The Student Handbook and Planner and the
Student Code of Conduct provides further information on student life policies and services. The depart-
ment also has programs to educate community members on safety.

Residence Hall Security All College housing facilities are locked, requiring use of a key or keycard, 24
hours a day. Visitors may call the residents from a telephone intercom system outside most buildings to
gain access. Windows have locks and some ground floor windows have security screens. All student rooms
have individual locks for use by the occupants. During vacation periods, when the buildings are closed,
outside door locks are plugged to prevent the use of ordinary keys.

Four full-time professional staff members supervise a paraprofessional staff of approximately 75 students.
Residence hall staff receive training in using the in-house alarm systems for perimeter doors, and respond-
ing to emergencies. Staff members inform residents about the dangers of walking alone at night, and the
wisdom of keeping doors locked. Students are encouraged to contact the Public Safety Office if they see
someone suspicious.

Notification In the event of a serious security incident, notice is circulated to the entire campus commu-
nity by the dean of educational services. All crimes committed at Dickinson College are reported to the
Pennsylvania State Police in an annual uniform crime report. We maintain a close working relationship
with the Carlisle Police Department and relevant information is exchanged routinely. An activity log which
includes the names and addresses of those charged with crimes is maintained in the Public Safety Office.
Incidents are listed with time references and locations; names and addresses of victims, complainants and
witnesses are not included.

A DIverRsE COMMUNITY

As an institution of higher education, Dickinson College recognizes that breadth and depth in the pursuit
of learning is enhanced by diversity within the student body, faculty, and administration. The quality of
an education depends not only on the subject matter taught and the quality of the teaching, but also on
the people with whom students share their learning experiences. Regular dialogue among students, teach-
ers, and administrators, crucial to the teaching-learning process, is enhanced by diversity in a campus pop-
ulation. The more heterogeneous the participants racially, culturally, economically, and otherwise the wider
is the range of ideas and perspectives.

A multicultural presence within a campus population makes possible a particularly significant kind of
diversity. Students, faculty, and administrative staff who represent multicultural groups enable the college
community to experience first hand the racial and ethnic variety of the society in which graduates of
Dickinson will live and work. A multicultural presence helps all students better understand the problems
and rewards of living with diverse groups. Familiarity with and increased sensitivity toward the cultural her-
itage, viewpoints, and values of diverse groups in society encourages growth in one’s personal viewpoints
and values.

The College, therefore, is strongly committed to recruiting students from historically under-represented
groups. It seeks actively to appoint minority people and women to faculty, administrative, and staff posi-
tions. Several offices, groups, and organizations on campus work to promote diversity at the College.
Among these are the Office of the Dean of Students which coordinates campus diversity efforts; the Office
of Diversity and Social Justice which is a resource center for all students who wish to broaden their view
of the world and/or enrich their cultural experiences; Pandora, a group concerned with issues of sexual ori-
entation that provides resources for gay, lesbian, and bisexual members of the Dickinson community and
general campus programming on these issues; and a presidentially appointed Commission on Diversity
which seeks to encourage a climate favorable to diversity on campus. This climate constitutes an academ-
ic, cultural, and social environment celebrating a pluralism of ideas, values, and manners of living.

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STUDENT LIFE AND SERVICES

Campus DIVERSITY PROGRAMS

The Office of the Dean of Students assists in the coordination of the College's programs that address issues
of diversity in the curricular, co-curricular, and extra-curricular lives of students. Diversity at Dickinson
includes the full range of human difference. Our focus is both domestic and international and includes
consideration of race, class, gender, religion, sexual orientation, and other issues.

OFFICE OF DIVERSITY AND SOCIAL JUSTICE

The Office of Diversity and Social Justice (ODSJ) at Dickinson College is a resource center charged with
advancing Dickinson’s commitment to building a pluralistic society that promotes equality and integrity
on the campus, in the community, and in the world at large.

The Office of Diversity and Social Justice (ODSJ) provides individuals with the opportunity to broaden
their views, enrich their cultural experiences, participate in diversity training workshops, voice their opin-
ions, serve the community, and advocate for making Dickinson a place that welcomes individuality. In
addition, the ODSJ collaborates with several constituencies at the college and in the community to fulfill
its mission. The staff includes a full-time director, a graduate intern, an undergraduate student liaison with
the Office of Global Education, and undergraduate diversity assistants. Each diversity assistant is respon-
sible for coordinating a yearlong project. Projects include Crossing Borders Coordinator, POSSE
Coordinator, Community Service Coordinator, Diversity Training Coordinator, Programming
Coordinator, and ODSJ Publication Coordinator (Web page manager, and DID coordinator).

The staff provides peer mentors, promotes multiculturalism and diversity, and advocates for social justice.
Through programming, training, and education we are building a community of world citizens, creating
a supportive environment for individuals from diverse backgrounds, and improving Dickinson for all its
members.

The ODSJ provides yearlong diversity programming and development for the campus and community.
Some of our annual programs include a lecture series focused on a central theme, a multicultural/multi-
national expo, diversity training workshops, community service and outreach, cultural awareness pro-
grams, and coalition building. The ODSJ publishes a bi-monthly magazine, Diversity In Demand (DID).
Each edition of DID focuses on a central theme that addresses issues relevant to college campuses and the
global community. DID is available on stands in the Holland Union Building on campus or by subscrip-
tion. The ODS] houses the Martin Luther King Jr. library - a collection of books, magazines, journals, and
videotapes developed by and for individuals from diverse ethnic backgrounds. This resource center is open
to the campus and community.

The ODSJ collaborates with the Office of Religious Life and Community Services, which supports reli-
gious organizations, facilitates religious life for multi-faith groups, and offers opportunities to volunteer in
the Dickinson and Carlisle communities. It also collaborates with the Office of Student Development,
whose director serves as the College’s Discipline System Administrator, the Student Life connection for
Community Studies Center, Administrative Liaison to Academic Standards, and Chair of the Wellness
committee. The ODSJ coordinates with diversity affiliates such as Amnesty International and International
House. The ODSJ also works closely with and advises several student organizations on Dickinson's cam-
pus and provides support to United Flavors (an umbrella group made up of student organizations) which
includes:

African-American Society Pandora (GLBT group)
ASIA Shambala (Interfaith group)
Hillel Women’s Center

House of Umoja

Latin American Club

Middle Eastern Club

Multicultural Club

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STUDENT LIFE AND SERVICES

RELIGIOUS LIFE AND COMMUNITY SERVICES

eee eee SE
From its founding in both the Methodist and Presbyterian traditions, Dickinson College has encouraged
the development of moral character, spiritual values, and practices.

Dickinson College strives to build an inclusive religious community reflective of our students, faculty, and
staff. The College additionally strives to build a community where religious life is sacred, safe, discerning,
inquisitive, and freely shared both in worship and learning experiences.

The College treasures its religious diversity and the richness this diversity brings. Students are encouraged
to examine their own and others’ religious heritages through courses in the Department of Religion, as well
as through programs sponsored by the Office of Religious Life and Community Services. The College also
partners with religious bodies in the greater Carlisle community to provide additional resources.

Dickinson Christian Fellowship, The United Methodist Student Movement, and The Lutheran Student
Movement are some of the protestant fellowship meetings and small groups that meet weekly. Dickinson
College has an active Orthodox Christian Fellowship group, as well as a newly organized Newman club
that facilitates Roman Catholic services and other fellowship activities with the help of St. Patrick’s Church.
In the fall of 2002, the College will celebrate the opening of the Milton B. Asbell Center for Jewish Life
where Shabbat services, education, fellowship, kosher meals, and public events will be held centering
around Jewish life.

Numerous programs highlight special holiday seasons by various groups. A Religious Life emphasis week
is held in the fall. The College celebrates an “Interfaith Service of Lights” at the end of the winter semes-
ter. An interfaith chapel on the ground floor of Old West, Durbin Oratory, serves as a place for medita-
tion or small worship services. There is also a meditation room in the lower level of the Holland Union

Building.

The Office of Religious Life additionally works to connect students with service opportunities both on
campus and in the greater community to give religious life groups a tangible means to express their faith
through service.

As the College continually strives to build an inclusive community of religious traditions for those who
wish to embark on a journey of faith, the Office of Religious Life encourages and supports the formation
of new groups that will further enrich the religious endeavors of the community.

7.ATAE LONGSDOREF CENTER FOR WOMEN

ements ati cheatin dhoeeatiare eae het
The Zatae Longsdorff Center for Women, named after the College's first female student, was established
in 1984 by a group of Dickinson faculty in order to raise awareness of women's issues on campus. Today
the center provides a place for men and women to openly discuss ideas, interests, and experiences. The cen-
ter sponsors many events including lectures, films, informal weekly discussion, Sexual Assault Awareness
Week, and Women’s History Month, and supports events in the Carlisle community. The Center and its
programs are open to the entire Dickinson community.

207

CAREER CENTER

The Career Center provides comprehensive career services to all students and alumni, and specializes in
helping students take advantage of the skills they develop through their liberal arts education. Students are
encouraged to visit the Career Center throughout their four years at Dickinson to take advantage of all the
opportunities available. Most career services are available to alumni as well.

CAREER COUNSELING AND DEVELOPMENT ACTIVITIES

para ec aa aca re a re cli ane ae
Services available include career counseling & assessment, resume writing 8 cover letter assistance, prac-
tice interviewing, alumni networking, and an extensive career library with a complete section on interna-
tional employment. Workshops are held throughout the year on such topics as international employment,
summer jobs, getting into graduate school, and choosing a career. The Career Center sponsors a variety of
programs that directly connect students and alumni for networking and information purposes including
networking receptions and excursions to New York City, Washington, and other destinations. In addition
to our office-based services, we offer an extensive web site with lots of career information including career
opportunities related to specific majors, international employment information, and an online alumni
networking program, Dickinson Works.

RECRUITING SERVICES

A full recruiting program is available to seniors which includes on-campus interviews, job fairs, virtual job
fairs, and special recruiting events. In addition to the on-campus recruiting program which attracts
employers from government, business, educational, and nonprofit settings, the Career Center sponsors off-
campus recruiting days in Boston, Chicago, New York, Philadelphia, and Washington, DC. Students can
interview with employers from across the country that offer excellent starting positions for liberal arts grad-
uates. We also sponsor an annual regional job fair with employers from PA, NJ, DC, MD, and VA.
Students interested in the recruiting programs should work closely with the Career Center staff while
preparing their resumes, cover letters, and other application materials. All recruiting services are comput-
erized and students can research their career plans 24 hours a day.

INTERNSHIPS AND FIELD EXPERIENCES

Internships are an excellent way to explore career choices and gain experience valued by employers and
graduate schools. The Career Center coordinates a flexible program which offers students three options:
non-credit field experiences, a credit-bearing internship sponsored by the faculty, or a credit-bearing
Internship Seminar sponsored by the Career Center. (See www.dickinson.edu/bulletin/internships.html
for further information.)

The Field Experience program gives students the opportunity to acquire experience in a variety of com-
munity settings including businesses, government agencies, and nonprofit organizations. Field experiences
are flexible in terms of length and time of commitment and do not offer credit.

GRADUATE AND PROFESSIONAL SCHOOL ADVISING

Students planning to attend graduate or professional schools should seek the advice of their academic
adviser and other faculty members in addition to contacting the Career Center. Preprofessional advisers in
the areas of law, business, and the health professions are available to assist students with the decision-mak-
ing process. The preprofessional programs are designed to support students in planning a curriculum and
other experiences which will enhance their potential for successful entry into the graduate or professional
school. These programs also afford numerous opportunities for students to participate in informative
workshops, lectures, and activities which complement the academic component of their preprofessional

208

CAREER CENTER

experience. Students pursuing these fields are encouraged to meet regularly with their preprofessional
adviser or the Career Center's contact person.

Career Center services designed to assist students in their graduate and professional school search include:
a comprehensive library of graduate and professional school materials, including guides to graduate pro-
grams, information on the standardized tests; catalogs from major graduate schools; and a computerized
database of graduate programs; counseling and assistance with applications and school selection; and per-
sonalized assistance with standardized tests for graduate and professional study. In addition, the Career
Center sponsors an annual graduate school fair which brings a variety of law, health-related, and other
graduate programs to campus.

ARTICULATION AGREEMENTS WITH GRADUATE AND PROFESSIONAL PROGRAMS

Dickinson College maintains articulation agreements with several graduate and professional programs.
Under these agreements Dickinson students have an advantage in the admissions process; Dickinson stu-
dents who meet the requirements stated in the agreements will be admitted to the programs. For infor-
mation on each program see the Web site http://www.dickinson.edu/departments/career/graduate.html

Tue UNIVERSITY OF East ANGLIA

Master of Arts programs in the Humanities from their School of English and American Studies, School of
Development Studies, School of Music, and School of World Art Studies and Museology.
http://www.dickinson.edu/career/archive/eastanglia.htm

AMERICAN UNIVERSITY

Master of Public Administration (MPA),Master of Public Policy (MPP)
http://www.dickinson.edu/career/archive/american.htm

Business SCHOOL OF THE UNIVERSITY OF TOULOUSE (SOCIAL SCIENCES)

Ecole Superieure Universitaire De Gestion (ESUG)

Master of Science in Accounting and Finance Techniques (MSTCF)
Master of Management Science (MSG)
http://www.dickinson.edu/career/archive/toulouse.htm

THe MonreEREY INSTITUTE

Master of Business Administration in International Management (MBA)
http://www.dickinson.edu/career/archive/monterey.htm

GRADUATE SCHOOL OF MANAGEMENT OF RUTGERS UNIVERSITY

Masters of Business Administration Program in Professional Accounting (MBA)

The program meets the requirements to sit for the Uniform Certified Public Accountants (CPA) exami-
nations in both New York and New Jersey.

http://www.dickinson.edu/career/archive/rutgers.htm

AMERICAN GRADUATE SCHOOL OF INTERNATIONAL MANAGEMENT THUNDERBIRD
(AGSIM)

Master of Business Administration in International Management (MBA)
The program has a strong emphasis on international business and languages.
http://www.dickinson.edu/career/archive/t-bird.htm

Jouns Hopkins UNIVERSITY
Master of Arts in Teaching (MAT) hetp:/ /www.dickinson.edu/bulletin/education.html

209

CAREER CENTER

DICKINSON COLLEGE/PENNSYLVANIA STATE UNIVERSITY DICKINSON SCHOOL OF Law
Joint Baccalaureate and Law Degree Program http://www.dickinson.edu/bulletin/studyus.html

UNIVERSITY OF PENNSYLVANIA, RENSSELAER POLYTECHNIC INSTITUTION, AND CASE
WESTERN UNIVERSITY.

Binary engineering programs http://www.dickinson.edu/ bulletin/studyus.html

More information about internships, graduate school activities and career programs (including a list of
employers visiting the Dickinson campus or available to our students through the Selective Liberal Arts

College Consortium) is available at the Career Center. Please visit our Web site at:
www.dickinson.edu/career

210

DIRECTORY

BOARD OF TRUSTEES

OFFICERS

John J. Curley ’60, B.A., M.S. Chairman

Inge Paul Stafford ’58, B.A., M.A.T., M.A., Ed.D. Vice Chair

Ann M. Dykstra, B.A., M.A., Ph.D. Secretary

R. Russell Shunk, B.A., M.A. Assistant Secretary
Annette Smith Parker 73, B.A., M.B.A. Treasurer

David S. Walker, B.A. Assistant Treasurer
Sidney D. Kline, Jr. 54, B.A., LL.B. Chairman Emeritus
M. Charles Seller 55, B.A., M.A. Secretary Emeritus

MEMBERS OF THE BOARD

First Elected Ex Officio
1999 William G. Durden ’71, B.A., M.A., Ph.D., President of the College, Carlisle, PA
1999 Richard A. Levie ’66, B.A., J.D., Past President, Alumni Council;

ADR Associates, LLC, Retired Judge, Div. of the Superior Court, Washington, DC
2001 Anne W. Selden ’65, B.A., President, Alumni Council; Manager, Sales Support,

Aetna U.S. Healthcare, Douglassville, PA

EMERITUS MEMBERS

First Elected

1982 Joseph D. Brenner ’39, Ph.D., M.B.A., Retired Chairman of the Board, AMP, Inc.,
Carlisle, PA

1990 Philip C. Capice 52, B.A., M.A., Retired President and Chief Executive Officer,
Raven's Claw Productions, Inc., Los Angeles, CA

1967 Robert W. Chilton ’38, B.A., Business Consultant, Carlisle, PA

1959 John Milton Davidson ’33, B.A., M.Ed., Retired Sales and Management
Consultant, O’Haret Co. and C. D. Stewart Associates, Radnor, PA

1991 H. Chace Davis, Jr. 50, B.A., Retired Managing Director, Chapin, Davis, and Company,
Inc., Baltimore, MD

1997 George C. Hering III ’53, B.A., LL.B., Senior Partner, Morris, James, Hitchens & Williams,
Wilmington, DE

1979 Sidney D. Kline, Jr., 54, B.A., LL.B, Counsel, Stevens & Lee, Reading, PA

1954 W. Gibbs McKenney 39, Ph.B., J.D., LL.D., D.H.L., Retired Senior Partner, McKenney,
Thomsen & Burke, Baltimore, MD

1983 John F Peters 52, B.A., President, Peters Orchard, Gardners, PA

1980 Wilbur M. Rabinowitz ’40, Ph.B., J.D., Retired President, J. Rabinowitz & Sons, Inc. , New
York, NY

1958 Edward C. Raffensperger ’36, B.S., M.D., Emeritus Professor of Medicine, Hospital of the
University of Pennsylvania, Philadelphia, PA

1982 Otto E. Roethenmund, B.A., President, Inter-Nation Capital Management Corporation, New
York, NY

1925 Paul L. Strickler 51, B.A., Retired Executive Vice President, Sprint/United Telephone-
Eastern, Carlisle, PA

1971; Emil R. Weiss 53, B.A., M.B.A., Retired Chairman, Weiss Pollack Capital

1979 Management, Inc., New York, NY

211

DIRECTORY

1988
1976

Robert J. Wise 53, B.A., Retired President, Keypoint Corporation, PA
Thomas V. Zug ’33, Ph.B., LL.B., Retired Vice President for Trust Administration,
Provident National Bank, Gladwyne, PA

TERM EXPIRES 2003

First Elected

1987 Katharine E. Bachman ’75, B.A., J.D., Senior Partner, Hale & Dorr, Boston, MA

1978 Henry D. Clarke, Jr. °55, President, Clarke Ice Cream Company, Vero Beach, FL

1993 Carolyn Wherly Cleveland ’60, B.S., Retired Financial Manager, Greenwich Arts
Council, Greenwich, CT

1997 Michael P. DeBlasio, B.A., Retired Senior Vice President for Finance, Loral Space
Communications, Limited, New York, NY

1993 Louise Hauer Greenberg ’54, B.S., M.A., Ph.D. Vice President, Ruderfer and
Company, Inc., Carlisle, PA

1986 Paulette Goerig Katzenbach ’68, B.A., Los Angeles, CA

1998 John M. Kohlmeier ’56, B.A., M.B.A., D.B.A., Professor of Info Systems, DePaul
University, School of Accountancy, Evanston, IL

1998 Michele Mahoney Richardson 85, B.A., Director Structured Credit Research,
Freddie Mac, Arlington, VA

1991 Lawrence J. Schoenberg, B.A., M.B.A., Retired Founder and Chief Executive Officer, AGS
Computers, Inc., Longboat Key, FL

1997 Bennett M. Shapiro ’60, B.S., M.D., Executive Vice President, Merck & Company,
Rahway, NJ

1991 C. Stewart W. Spahr ’69, B.A., Assistant Vice President, Personal Banker Allegiance Bank of
North America, Newtown Square, PA

1999 Alan D. Todd, B.S., Chairman and CEO, KnowledgePlanet.com, Mechanicsburg, PA

TERM EXPIRES 2004

First Elected

2000 Yale Asbell 78 B.A., J.D., President, Yale Asbell, RC. Cherry Hill, NJ

1984 Walter E. Beach ’56, B.A., M.A., Senior Fellow, Heldref Publications, Washington, DC

1978; John J. Curley ’60, B.A., M.S., Prof. of Communications & Distinguished Professional-in-

1984 Residence, Penn State University, College of Communications; Adjunct Faculty in
International Business, Dickinson College; and Retired Chairman of the Board, Gannett Co.,
Inc., Potomac, MD

2000 *Thomas S. Davis ’62, B.S., M.D., Owner/Reconstructive Surgeon Hershey Plastic
Surgery Associates, Hershey, PA

1993 Sherwood D. Goldberg ’63, B.A., M.A., J.D., Director, Worldwide Associates, Inc.,
Washington, DC

1996 R. Lee Holz ’57, B.A., LL.B., | Founder/Director, Cat Rescue, Inc. Retired Vice
President and General Counsel, Aluminum Company of America, Pittsburgh, PA

1994 Richard T. Ingram, B.A., M.A., Ed.D., President, Association of Governing Boards
of Universities and Colleges, Washington, DC

1984 Constance W. Klages ’56, B.A., President, International Management Advisors,

212

Inc., New York, NY

1994

2000

1982

1990

DIRECTORY

Eleanor Pocius Merrill 55, B.A., Associate Publisher, The Washingtonian, Capital-
Gazette Communications, Inc., Washington, DC

Jennifer Ward Reynolds ’77, B.A., M.B.A., Vice Chair and Chief Investment

Officer, Legg Mason Trust Co., Baltimore, MD

Inge Paul Stafford ’58, B.A., M.A.T., M.A., Ed.D., Retired Licensed Psychologist,

Essex Fells, NJ

Marc I. Stern ’65, B.A., M.A., J.D., President, The TCW Group, Inc., Los Angeles, CA

*Alumni Trustee

TERM EXPIRES 2005

First Elected

2001 Thomas L. Kalaris ’76, B.A., M.B.A., Chief Executive Officer, Americas, Barclays Capital,
Inc., New York, NY

1998 William P. Lincke ’73, B.A., J.D., Partner, Beatty, Cramp, Kauffman & Lincke, Media PA

1995 Jonathan P Murray ’84, B.A., Vice President, Sales Manager, Legg Mason, Inc., Baltimore,
MD

1985 Rosalyn K. Robinson ’68, B.A., J.D., Judge, Court of Common Pleas, First Judicial District
of Pennsylvania, Philadelphia, PA

1994 Stuart M. Rosen ’62, B.A., LL.B., Partner, Weil, Gotshal & Manges, New York, NY

1975 Jack M. Stover ’70, B.A., J.D., Managing Shareholder, Buchanan Ingersoll, P.C., Harrisburg,

TERM EXPIRES 2006

First Elected

2002 Wynne Stuart Amick ’62, former Analyst, National Security Agency, Newtown, PA

2002 *Lauren Roberts Bryant ’83, B.A., Vice President/Midwest Region, Viacom Plus, Chicago, IL

1999 Sackett S. Cook ’62, B.A., Towson MD, Regional Vice President, Sackett Cook & Associates,
Towson, MD

1986 John C. Goodchild Jr. 67, B.A., M.B.A., Chairman and Chief Executive Officer, The
Weightman Group, Philadelphia, PA

1994 Byron R. Koste 64 B.A., M.B.A., Director, Real Estate Center, University of Colorado at
Boulder, Boulder, CO

1998 David C. Meade ’62, B.A., OTMA, Retired Major General, United States Army, Burke, VA

1990 I. David Paley ’61, B.A., Investor, Madison Partners, New York, NY

*Alumni Trustee

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DIRECTORY

FACULTY

The year of the first appointment to the College appears in parentheses at the end of each individual's
title(s). Information is correct as of June 1, 2002.

Richard L. Abrams
Visiting Assistant Professor of Psychology (2002). B.A., Trinity College, 1980; Ph.D., University of
Washington, 2000.

Mark C. Aldrich
Associate Professor of Spanish (1991). B.A., Hamilton College, 1981; M.A., Ph.D., University of
Massachusetts, 1991.

Begona Toral Aleman
Instructor in Spanish (2001). B.A., Universidad de Alicante (Spain), 1992; M.A., University of Rhode
Island, 1994.

Cathleen E. Anderson
Assistant Professor of Spanish and Portuguese (1996). B.A., Dickinson College, 1988; M.A.,
Pennsylvania State University, 1990; Ph.D., 1996.

Tracy Anderson
Visiting Instructor in Theatre (2002). B.S., University of Minnesota, 1987; M.F.A., University of
Hawaii, 1989; M.A., 1995.

Stephanie B. Anderson

Assistant Professor of Political Science and International Studies (2000). B.S., Georgetown University,
1989; M.S., London School of Economics and Political Science, 1990; Ph.D., University of
Cambridge.

Rachelle M. Ankney
Visiting Assistant Professor of Mathematics (2002). M.A., Belmont University, 1994; Ph.D., The George
Washington University, 2001.

Teresa A. Barber
Associate Professor of Psychology (1993). B.A., California State University at Fresno, 1979; M.A.
University of California at Berkeley, 1984; Ph.D., 1987.

Charles A. Barone
Professor of Economics (1975). B.A., American University, 1971; Ph.D., 1978.

Catherine A. Beaudry (On leave 2001-02)
Associate Professor of French (1987). B.A., Catholic University, 1975; M.A., Columbia University,
1980; M. Phil., 1985; Ph.D., 1987.

Blanka Bednarz
Instructor in Music (2002). B.Mus., University of Kansas, 1994; M.Mus., New England Conservatory,
L997,

William K. Bellinger
Associate Professor of Economics (1981). B.A., Michigan State University, 1972; M.S., Cornell
University, 1975; Ph.D., Northwestern University, 1985.

Ashfaq Bengali (On leave Spring 2002)
Associate Professor of Chemistry (1995). B.A., Carleton College, 1986; Ph.D., University of Minnesota,
1992.

Gordon S. Bergsten (On leave 2002-03)
Associate Professor of Economics (1984). B.A., University of Washington, 1963; M.A., University of
California at Berkeley, 1965; Ph.D., 1977. Ganoe Award for Inspirational Teaching, 1997-1998.

214

DIRECTORY

Jennifer Blyth
Assistant Professor of Music (1997). B. Mus., Western Australia Conservatorium of Music, 1990; M.
Mus., Eastman School of Music, 1993, D. Mus., 1997.

Marcelo Borges (on leave Fall 2002)
Assistant Professor of History (1997). Licenciado en Historia, Universidad Nacional de La Plata, 1988;
Professor en Historia, 1988; Ph.D., Rutgers University, 1997.

Russell Bova
Professor of Political Science (1982). B.A., State University of New York at Buffalo, 1977; M.A.,
Indiana University, 1980; Ph.D., 1985.

Robert J. Boyle (On leave Spring 2003)
Associate Professor of Physics and Astronomy (1981). B.A., Princeton University, 1971; M.Phil., Yale
University, 1976; Ph.D., 1981.

Jeffrey M. Brackett
Visiting Instructor in Religion (2002). B.A., University of California at Santa Barbara, 1985; M.Div.,
Princeton Theological Seminary, 1990.

Grant W. Braught
Instructor in Computer Science (1997). B.S., Dickinson College, 1990. M.S., Pennsylvania State
University, 1995.

Thomas M. Brennan
Professor of Biology, Joseph Priestley Chair in Natural Philosophy (1978). B.S., University of Illinois,
1965; M.S., Rutgers University, 1975; Ph.D., 1977.

Katharine S. Brooks

Part-time Associate Professor of International Business and Management, Director of Career Development
and Advising (1984). B.A., Gettysburg College, 1976; M.S., West Virginia University, 1979; Ed.D..,
1989.

JoAnne Brown
Associate Professor of History, Associate Dean of the College (1999). B.A., Yale University, 1976; M.A. in
History, University of Wisconsin at Madison, 1980; M.A. in Educational Policy, 1981; Ph.D., 1985.

Kerry P. Browne
Visiting Assistant Professor of Physics B.S., University of Louisville, 1996; M.S., Oregon State
University, 1998; Ph.D., 2001.

David D. Carter

Instructor in Military Science (2002). B.A., University of Phoenix, 1985; Major, Signal Corps. U.S.
Army.

Robert W. Cavenagh, Jr.

Associate Professor of Art and Education, Director of Instructional Technology (1972). B.A., Princeton
University, 1965; M.Ed., University of Virginia, 1970; Ph.D., Indiana University, 1988.

John-Paul Checkett

Assistant Professor of Psychology, Assistant Director of Counseling (1996). B.A., University of Notre Dame,
1989; M.A.;.1993; Ph.D., 1994.

Brandon Christensen

Visiting Artist Faculty (2001-02). B. Mus., North Carolina School of the Arts, 1990; M. Mus., SUNY
at Stony Brook, 1998.

Walter Chromiak
Associate Professor of Psychology; Associate Dean of the College (1979). B.A., Temple University, 1974;
Ph.D., 1979.

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DIRECTORY

Adam Cohen

Visiting Assistant Professor of Psychology (2001-02). B.A., Dickinson College, 1994; M.A., University of
Pennsylvania, 1997; Ph.D., University of Pennsylvania, 2000.

David D. Commins (On leave 2001-02)

Professor of History (1987). B.A., University of California at Berkeley, 1976; Ph.D., University of
Michigan, 1985.

Daniel G. Cozort (On partial leave 2002-03)
Associate Professor of Religion (1988). B.A., Brown University, 1976; M.A., University of Virginia,
1983;-Ph.D;, 1989.

R. David Crouch, Jr.
Associate Professor of Chemistry (1994). B.A., Duke University, 1978; M.S., Shippensburg University,
1985; M.A., Johns Hopkins University, 1988; Ph.D., 1991.

Ward L. Davenny

Associate Professor of Art (1992). B.F.A., San Francisco Art Institute, 1977; M.F.A., Yale University,
1982.

Sylvie G. Davidson (on leave Spring 2002)

Professor of Romance Languages and Literatures; Director of the Dickinson Center in Toulouse, 2002-03
(1979). Licence-és-Lettres, Université de Montpellier, 1967; Maitrise d’Italien, 1968; Doctorat de
Troisieme Cycle, 1978. Ganoe Award for Inspirational Teaching, 1995-1996.

Neil J. Diamant
Assistant Professor of Asian Law and Culture (2002). B.A., Hebrew University of Jerusalem 1988; M.A.,
University of Washington, 1991; Ph.D., University of California at Berkeley, 1996.

Diane E. DiClemente
Assistant Professor of Psychology (2000). B.A., Shippensburg University, 1992; M.A., Immaculata
College, 1995; M.A., Temple University, 1999; Ph.D., 2002.

Barbara A. Diduk
Charles A. Dana Professor of Art (1980). B.A., College of William and Mary, 1973; M.B.A., University
of Minnesota, 1978. Dickinson Award for Distinguished Teaching, 1999-2000.

Mara E. Donaldson (On leave 2002-03)

Professor of Religion (1990). B.A., Wilson College, 1971; M.A., Vanderbilt University, 1974; Ph.D.,
Emory University, 1984, Dickinson Award for Distinguished Teaching, 1998-1999. Ganoe Award for
Inspirational Teaching, 2000-2001.

Lucile Duperron
Visiting Instructor in French (2000). B.A., Universite Lumiere-Lyon, 1988; M.S., 1991; M.A.,
University of Illinois at Urbana-Champaign, 1997.

William G. Durden

Professor of German and of Education, President of the College, Lemuel T. Appold Foundation Chair
(1999). B.A., Dickinson College, 1971; M.A., Johns Hopkins University, 1974; Ph.D., 1977.
Elena Duzs

Assistant Professor of Russian (1997). M.A., Moscow State University, 1985; M.A., Ohio State
University, 1988; Ph.D., 1996.

Cyril W. Dwiggins (On leave Spring 2002)
Associate Professor of Philosophy (1970). B.A., Aquinas Institute, 1955; M.A., 1956; Ph.D.,
Northwestern University, 1978.

Philip J. Earenfight
Associate Professor of Art and Art History, Director of the Trout Gallery (2002). B.A., University of
Washington, 1985; M.A., Rutgers University, 1990; Ph.D., 1999.

216

DIRECTORY

Beverley D. Eddy
Professor of German (1973; 1983). B.A., College of Wooster, 1962; M.A., Indiana University, 1964;
Ph.D., 1970.

Benjamin R. Edwards
Assistant Professor of Geology (2002). B.A., Carleton College, 1989; M.S., University of Wyoming,
1993; Ph.D., University of British Columbia, 1997.

Ted Emery
Assistant Professor of Italian (1997). B.A., Trinity College, 1979; M.A., Brown University, 1983;
Ph.D., 1985.

Kjell I. Enge (On partial leave Spring 2002)
Associate Professor of Anthropology (1984). B.A., Northeastern University, 1964; Ph.D., Boston
University, 1981.

Stephen E. Erfle
Associate Professor of International Business and Management (1989). B.S., University of California at
Davis, 1977; B.A., 1977; M.A., Harvard University, 1981; Ph.D., 1983.

Barry K. Farquhar
Instructor in Military Science (2000). B.S., Troy State University, 1989; Major, Infantry, U.S. Army.

Amy E. Farrell (On leave 2002-03)
Associate Professor of American Studies and Women's Studies (1991). B.A., Ohio University, 1985; M.A.,
University of Minnesota, 1988; Ph.D., 1991.

Susan M. Feldman (On leave Spring 2003)
Professor of Philosophy (1980). B.A., Case Western Reserve University, 1974; M.A., 1976; M.A.,
University of Rochester, 1978; Ph.D., 1980.

R. Leon Fitts

Asbury J. Clarke Professor of Classical Studies (1972). B.A., Baylor University, 1963; M.A., University
of Georgia, 1967; Ph.D., Ohio State University, 1971. Ganoe Award for Inspirational Teaching, 1976-
1977.

Richard J. Forrester
Instructor in Mathematics (2002). B.S., Alfred University, 1995; M.S., Clemson University, 1997.

Christopher A. Francese
Associate Professor of Classical Languages (1996). B.A., Oberlin College, 1987; M.A., University of
Texas at Austin, 1989; Ph.D., 1993.

Michael J. Fratantuono
Associate Professor of International Studies, Business and Management (1988). B.A., Brown University,
1974; M.A., University of Rhode Island, 1982; Ph.D., University of Washington, 1988.

Judy A. Gill
Instructor in English, Director of the Writing Center (1984). B.A., University of Arizona, 1965; M.A.,
Cornell University, 1969. Dickinson Academic Professional Award, 1999-2000.

Amy L. Ginsburg (On leave 2002-03)
Associate Professor of Dance (1991). B.A., Duke University, 1977; M.A., University of Illinois at
Urbana, 1979; Ed.D., Temple University, 1996.

Henry Goldschmidt
Luce Visiting Distinguished Scholar in Diaspora Studies (2002). B.A., Wesleyan University, 1991; M.A.,
University of California at Santa Cruz, 1995; Ph.D., 2000.

Philip T. Grier (on leave Fall 2001)
Thomas Bowman Professor of Religion and Philosophy (1980). B.A., Swarthmore College, 1964; M.A.,
Balliol College, Oxford, 1966; Ph.D., University of Michigan, 1972.

217

DIRECTORY

Kirsten A. Guss
John R. & Inge Paul Stafford Chair in Bioinformatics; Assistant Professor of Biology (2001). B.A.,
Gettysburg College, 1989; Ph.D., Carnegie Mellon University, 1997.

Nancy B. Hastings (On leave 2002-03)

Professor of Mathematics and Computer Science, Theodore & Catherine Mathias Chair in Mathematics
and Computer Science (1980). B.A., Douglass College, 1968; Ph.D., Rutgers University, 1978.
Lindback Award for Distinguished Teaching, 1989-1990.

Michael K. Heiman (on leave Spring 2002)

Professor of Environmental Studies and Geography (1989). B.S., State University of New York at Stony
Brook, 1971; M.S., Cornell University, 1975; M.A., University of California at Berkeley, 1978;
Ph.D., 1983.

Lynn E. Helding
Senior Artist Faculty in Voice (1993). Artist Diploma, Indiana University, 1988.

Marie Helweg-Larsen
Associate Professor of Psychology (2002). B.A., California State University - Northridge, 1989; M.A.,
University of California - Los Angeles, 1990; Ph.D., 1994.

John H. Henson
Associate Professor of Biology, John B. Parsons Chair in the Liberal Arts and Sciences (1989). B.A.,
University of Virginia, 1979; M.S., Florida State University, 1983; Ph.D., Harvard University, 1989.

Pamela J. Higgins
Visiting Assistant Professor of Chemistry (2002). B.S., DeSales University, 1992; Ph.D., University of
Notre Dame, 2000.

Ann M. Hill
Professor of Anthropology (1986). B.A., Columbia University, 1971; M.A., University of lowa, 1974;
Ph.D., University of Illinois, 1982.

Alison D. Hirsch
Visiting Assistant Professor of American Studies (2001-02). B.A., Harvard University, 1972; M.A.,
Columbia University, 1981; M.Phil., 1983; Ph.D., 1991.

Sharon L. Hirsh

Charles A. Dana Professor of Art History (1974). B.A., Rosemont College, 1970; M.A., University of
Pittsburgh, 1971; Ph.D., 1974. Ganoe Award for Inspirational Teaching, 1981-1982; Lindback Award
for Distinguished Teaching, 1990-1991.

James M. Hoefler
Professor of Political Science (1989). B.S., Syracuse University, 1977; M.A., State University of New
York at Buffalo, 1987; Ph.D., 1988.

Michael S. Holden (On leave Fall 2002)
Associate Professor of Chemistry, Alfred Victor duPont Chair in Chemistry (1989). B.S., Allegheny
College, 1980; Ph.D., Colorado State University, 1985.

Kristin E. Holland
Visiting Assistant Professor of Classical Studies (2001-02). B.A., College of the Holy Cross, 1993; M.A.,
University of Pennsylvania, 1997; Ph.D., 2001.

Margaret Homberger
Assistant Professor of English (2001). B.A., Bates College, 1994; M.A., University of Sussex, 1996;
Ph.D., University of London, 2001.

218

DIRECTORY

Etsuko Inoguchi
Visiting Instructor in Japanese Languages and Literature (1999). B.A., Nanzan University, 1996; M.A.
University of Wisconsin at Madison, 1998.

Christophe Ippolito
Visiting Assistant Professor of French (2001). Licence, Universite de Paris IV - Sorbonne, 1986;
Maitrise, 1992; M. Phil., Columbia University, 1995; Ph.D., 1998.

Marvin Israel

Associate Professor of Sociology (1968). B.A., City College of New York, 1959.

David P. Jackson
Assistant Professor of Physics (2001). B.S., University of Washington, 1989; M.A., Princeton University,
1991; Ph.D., 1994.

Charles A. Jarvis

Professor of History; Director of the K. Robert Nilsson Center for European Studies in Bologna, 2002-04
(1969). B.A., DePauw University, 1963; M.A., University of Missouri, 1964; Ph.D., 1969; Diploma
de Lengua y Cultura Hispanicas, University of Malaga, 1986.

Grace L. Jarvis
Sénior Lecturer in Spanish; Director of the Dickinson Semester/Year Program in Malaga, 2000-2004
(1972). B.A., DePauw University, 1966; M.A., University of Missouri, 1969.

Dengj ian Jin (on leave 2001-02)

Assistant Professor of International Business and Management (1997). B.S., Zhejian University, 1983;
M.S., Huazhong University of Science and Technology, 1986; Ph.D., George Mason University,
1998.

Patricia Johann
Assistant Professor of Computer Science (2001-02). B.A., Reed College, 1985; Ph.D., Wesleyan
University, 1991.

Carol Ann Johnston (On leave 2002-03)
Associate Professor of English, Martha Porter Sellers Chair of Rhetoric and the English Language (1990).
B.A., Baylor University, 1978; M.A., 1980; M.A., Harvard University, 1983; Ph.D., 1992.

Christian B. Keller
Visiting Assistant Professor of History (2002). B.A., Washington and Lee University, 1994; M.A., The
Pennsylvania State University, 1998; Ph.D., 2001.

Marcus M. Key, Jr.
Associate Professor of Geology (1989). B.S., University of Texas at Austin, 1983; M.Phil., Yale
University, 1986; Ph.D., 1989.

Michael B. Kline
William W. Edel Professor of Humanities (French); (1968). B.A., Rutgers University, 1961; M.A.,
Brown University, 1962; Ph.D., 1971. Lindback Award for Distinguished Teaching, 1979-1980.

Sinan Koont
Associate Professor of Economics (1986). B.A., Park College, 1963; M.S., University of Arkansas, 1966;
Ph.D., University of Wisconsin at Madison, 1972; Ph.D., University of Massachusetts, 1987.

Lorelei Koss (On leave 2002-03)
Assistant Professor of Mathematics (1998). B.A., Columbia University, 1989; M.A, 1992; Pris,
University of North Carolina, 1998.

David L. Kranz
Professor of English (1979); Regional Director of Major Gifts (1994-1997). B.A., Princeton University,
1964; M.A., University of California at Berkeley, 1971; Ph.D., 1977.

219

DIRECTORY

Harry D. Krebs

Professor of East Asian Studies (1972). B.A., University of Nebraska, 1963; M.A., Temple University,
1974; Ph.D., 1978. Lindback Award for Distinguished Teaching, 1987-1988; Ganoe Award for
Inspirational Teaching, 1988-1989.

Joshua Kupetz
Visiting Instructor in English (2002). B.A., Dickinson College, 1996; M.EA., Columbia University
School of the Arts, 1998.

W. Lance Landauer
Visiting Assistant Professor of Education (2001). B.S., Shippensburg University, 1966; M.Ed., 1967;
D.Ed., University of Pennsylvania, 1982.

Timothy A. Lang

Associate Professor of History, Director of the Dickinson Humanities Program in England, 2001-03
(1992). B.A., Williams College, 1977; M.A., University of London, 1978; M.A., Yale University,
1980; Ph.D., 1987.

Christie L. Larochelle
Instructor in Physics and Astronomy (2001-02). B.S., Johns Hopkins University, 1995.

Stephanie G. Larson
Associate Professor of Political Science (1992). B.A., University of Central Florida, 1981; M.S., Florida
State University, 1983; Ph.D., 1987.

Dominique Laurent (On leave Spring 2003)
Assistant Professor of French (1995). Licence, Universite Catholique de Louest, 1978; M.A., Vanderbilt
University, 1985; Ph.D., Pennsylvania State University, 1996.

Elizabeth Lee
Visiting Instructor in Art History (2000). B.A., Wake Forest University, 1990; M.A., University of
Minnesota, 1993.

Christopher W. Lemelin
Visiting Instructor in Russian (2001). B.A., Yale College, 1987; M.A., Yale University, 1994.

Andrea B. Lieber
Assistant Professor of Religion (1998). B.A., Vassar College, 1989; M.A., Columbia University, 1993;
M.Phil., 1995; Ph.D., 1998.

Lisa J. Lieberman (On leave 2001-03)
Associate Professor of History (1991). B.A., University of Pennsylvania, 1978; M.A., Yale University,
1980; Ph.D., 1987.

Susana P. Liso
Assistant Professor of Spanish (1999). B.A., Universidad de Navarra, 1990; M.A., Ohio State University,
1993; Ph.D., 2001.

Carol C. Loeffler
Associate Professor of Biology (1988). B.A., Smith College, 1982; Ph.D., Cornell University, 1992.

Karen E. Lordi (On leave 2002-03)
Associate Professor of Theatre (1999). B.A., Rutgers University, 1989; M.F.A., Yale University, 1992;
DRA, 1997;

John W. Luetzelschwab (On leave 2001-02)

Professor of Physics (1968). B.A., Earlham College, 1962; M.A., Washington University, 1968; Ph.D.,
1968.

Noel Luna

Assistant Professor of Spanish (2000). B.A., University of Puerto Rico, 1993; M.A., 1995; M.A.,
Princeton University, 1997, Ph.D., 2001.

220

DrrRECTORY

Christofilis Maggidis
Christopher Roberts Chair in Archaeology; Assistant Professor of Classical Studies (2001). B.A., University
of Athens, 1988; Ph.D., University of Pennsylvania, 1994.

Lonna M. Malmsheimer
Professor of American Studies (1975). B.A., Pennsylvania State University, 1962; M.A., 1965; Ph.D.,
University of Minnesota, 1973. Lindback Award for Distinguished Teaching, 1986-1987.

Marc Mastrangelo (On leave 2001-02)
Assistant Professor of Classical Studies (1997). B.A., Amherst College, 1985; M.A., Wadham College,
Oxford University, 1988; M.A., Brown University, 1995; Ph.D., 1996.

Robert J. Massa
Professor of Education, Vice President for Enrollment, Student Life and College Relations (1999). B.A.,
University of Rochester, 1973; M.Ed., 1974; M.A., Columbia University, 1975; Ed.D., 1980.

Mark N. Mazarella
Professor of Military Science (1998). B.A., Wilmington College, 1981; M.S., U.S. Army Command
and General Staff College at Fort Leavenworth, 1994; Lieutenant Colonel, Aviation, U.S. Army.

Edward A. McPhail
Assistant Professor of Economics (1998). B.A., Washington University, 1986; M.A., University of
Virginia, 1989; Ph.D., University of Massachusetts-Amherst, 2001.

Nancy C. Mellerski
Professor of French (1977). B.A., State University of New York at Binghamton, 1966; M.A., University
of Toronto, 1968; Ph.D., University of Chicago, 1980.

Heather Merrill

Assistant Professor of Geography and Women’s Studies (2000). B.A., New York University, 1981; M.A.,
Columbia University, 1985; M.A., University of Chicago, 1992; M.A., University of California at
Berkeley, 1995; Ph.D., 1999.

Ted Merwin

Visiting Assistant Professor of Religion and Coordinator of the Hillel Program (2001). B.A. in American
Studies, Amherst College, 1990; M.A. in Theatre, Hunter College of the City University of New
York, 1998; Ph.D., 2002.

Irina Mikhaleva
Instructor in Russian (2001-02).

K. Wendy Moffat
Associate Professor of English (1984). B.A., Yale University, 1977; M.A., 1979; M.Phil., 1981, Ph.D.,
1986. Ganoe Award for Inspirational Teaching, 1994-1995.

Windsor A. Morgan, Jr.
Associate Professor of Physics and Astronomy (1994). B.A., Harvard College, 1986; Ph.D., Pennsylvania
State University, 1994.

Wolfgang Miiller
Professor of German (1981). Staatsexamen, Humboldt University, 1972; M.A., University of
Wisconsin, 1976; Ph.D., 1983.

Robert D. Ness
Associate Professor of English (1981). B.A., Lehigh University, 1966; Ph.D., University of North
Carolina, 1981.

Pamela S. Nesselrodt
Associate Professor of Education and Director of Teacher Education (2000). B.A., James Madison
University, 1973; M.A., 1976; Ph.D., University of Virginia, 1989.

221

DIRECTORY

B. Ashton Nichols

Charles A. Dana Professor of English Language and Literature (1988); Associate Dean of the College
(1998-1999). B.A., University of Virginia, 1975; M.A., 1979; Ph.D., 1984. Lindback Award for
Distinguished Teaching, 1992-1993. Ganoe Award for Inspirational Teaching, 1993-1994.

Susan FE, Nichols
Associate Professor of Art, Associate Dean of the College, (1977). B.A., University of lowa, 1960; M.A.,
1967.

Jeffrey W. Niemitz :
Professor of Geology (1977). B.A., Williams College, 1972; Ph.D., University of Southern California,
LOT 7.

Sharon J. O’Brien

James Hope Caldwell Professor of American Culture (English and American Studies) (1975). B.A.,
Radcliffe College, 1967; M.A., Harvard University, 1969; Ph.D., 1975. Lindback Award for
Distinguished Teaching, 1985-1986.

John M. Osborne (On leave 2002-03)
Associate Professor of History (1979). B.A., Rice University, 1974; M.A., Stanford University, 1976;
Ph.D., 1979. Sears-Roebuck Teaching Excellence and Campus Leadership Award, 1990-1991.

Tullio Pagano
Associate Professor of Italian (1991). Laurea in Lettere, Universita di Genova, 1981; M.A., University
of Oregon, 1987; Ph.D., 1991.

Marc A. Papé
Assistant Professor of French (1999). B.A., Universite D. Abidjan, 1986; M.A., 1987; M.S., Florida
State University, 1989; Ph.D., 1998.

Brian S. Pedersen (On leave Fall 2002)
Assistant Professor of Environmental Science (1998). B.S., Harvey Mudd College, 1981; M.S.,
University of California at Davis, 1988; Ph.D., Oregon State University. 1992.

Susan Perabo
Associate Professor of English, Writer-in-Residence (1996). B.A., Webster University, 1989; M.BA.,
University of Arkansas, 1994. Ganoe Award for Inspirational Teaching, 2001-2002.

Hans Pfister
Associate Professor of Physics, George Wesley Pedlow Chair in Pedagogy (1991). Staatsexam, Eberhard
Karls Universitat, 1981; Ph.D., University of California at Los Angeles, 1991.

Matthew Pinsker
Visiting Assistant Professor of History (2002). B.A., Harvard University, 1990; D.Phil., University of
Oxford, 1995.

Anthony Pires
Associate Professor of Biology (1993). B.A., Harvard College, 1982; Ph.D., Cornell University, 1990.

Harold L. Pohlman
A. Lee Fritschler Professor of Public Policy, Professor of Political Science (1983). B.A., University of
Dayton, 1974; Ph.D., Columbia University, 1982.

Noel Potter, Jr.
Professor of Geology (1969). B.A., Franklin and Marshall College, 1961; M.A., Dartmouth College,
1963; Ph.D., University of Minnesota, 1969. Lindback Award for Distinguished Teaching, 1978-1979.

Michael S. Poulton
Assistant Professor of International Business and Management (2000). B.A., University of Zagreb, 1970;
M.A., University of Utah, 1973; M.B.A., New York University, 1977.

222

DIRECTORY

Robert W. Pound (On leave Spring 2003)
Assistant Professor of Music (1998). B.M., University of North Texas, 1992; M.M., The Juilliard
School, 1994; D.M.A., 1998.

Theodore Pulcini (on partial leave 2001-02)

Associate Professor of Religion (1995). B.A., Harvard College, 1976; M.A., University of Notre Dame,
1979; Th.M., Harvard Divinity School, 1982; Ph.D., University of Pittsburgh, 1994. Ganoe Award
for Inspirational Teaching, 1998-1999.

Karl D. Qualls
Assistant Professor of History (2000). B.A., University of Missouri at Columbia, 1993; Ph.D.,
Georgetown University, 1998.

Abraham Quintanar
Assistant Professor of Spanish (2001). B.A., University of Scranton, 1993; M.A., University of
Wisconsin-Madison, 1995, Ph.D., 2002.

John S. Ransom
Associate Professor of Political Science (1992). B.A., Columbia University, 1986; M.Phil., 1990; Ph.D.,
1992. Dickinson Award for Distinguished Teaching, 1997-1998.

Anthony S. Rauhut
Assistant Professor of Psychology (2002). B.A., St. Louis University, 1993; Ph.D., University of
Massachusetts-Amherst, 1999.

Christopher A. Raup
Instructor in Military Science (2000-02). B.S., Lock Haven University, 1990; Captain, Field Artillery,
U.S. Army.

Thomas L. Reed, Jr. (On leave 2001-02)
Professor of English (1977). B.A., Yale University, 1969; M.A., University of Virginia, 1971; Ph.D.,
1978. Ganoe Award for Inspirational Teaching, 1997-1998.

George N. Rhyne (On leave Spring 2003)
Professor of History (1965). B.A., Davidson College, 1961; M.A., University of North Carolina, 1963;
Ph.D., 1968

David S. Richeson
Assistant Professor of Mathematics (2000). B.A., Hamilton College, 1993; M.S., Northwestern
University, 1994; Ph.D., 1998.

Richard A. Rischar
Assistant Professor of Music (2000). B.M., Millikin University, 1990; M.A., University of North
Carolina at Chapel Hill, 1993; Ph.D., 2000.

Michael P. Roberts
Associate Professor of Biology (1992). B.A., Colgate University, 1977; M.S., Miami University, 1979;
Ph.D., Yale University, 1988.

Oscar Robles-Cereceres
Visiting Instructor in Spanish (2001). B.A., Universidad Autonoma de Chihuahua (Mexico), 1991;
M.A., New Mexico State University, 1993.

Alberto J. Rodriguez
Associate Professor of Spanish (1990). B.A., Clark University, 1974; M.A., 1976; Ph.D., Brown
University, 1987.

Nestor E. Rodriguez
Visiting Instructor in Spanish (2002). B.A., University of Puerto Rico, 1994.

223

DIRECTORY

Gisela M. Roethke
Associate Professor of German and Women’ Studies (1985). B.A., Washington State University, 1969;
M.A., 1970; Ph.D., Harvard University, 1988.

Kim L. Rogers
Professor of History (1983). B.A., Florida State University, 1973; M.A., University of Minnesota,
1976; Ph.D. 1982.

Dieter J. Rollfinke

Professor of German (1964). B.S., Rensselaer Polytechnic Institute, 1963; M.A., Columbia University,
1966; Ph.D., Johns Hopkins University, 1977. Lindback Award for Distinguished Teaching, 1981-
1982.

Susan D. Rose
Professor of Sociology (1984). B.A., Dickinson College, 1977; M.A., Cornell University, 1982; Ph.D.
1984. Dickinson Award for Distinguished Teaching, 2000-2001.

Andrew C. Rudalevige
Assistant Professor of Political Science (2000). B.A., University of Chicago, 1989; M.A., Harvard
University, 1997; Ph.D., 2000..

J. Mark Ruhl (On leave Fall 2001)

Glenn E. and Mary L. Todd Professor of Political Science (1975). B.A., Dickinson College, 1970;
M.A., Syracuse University, 1972; Ph.D., 1975. Lindback Award for Distinguished Teaching, 1988-
1989.

Daniel T. Russo
Visiting Instructor in Mathematics (2002). B.A., Millersville University, 1995.

Cindy Samet
Associate Professor of Chemistry (1988). B.S., Dickinson College, 1982; Ph.D., University of Virginia,
1988.

David M. Sarcone
Visiting Assistant Professor of International Business and Management (2001). B.S., Pennsylvania State
University, 1975; M.B.A., University of Pittsburgh, 1978.

Melinda W. Schlitt
Associate Professor of Art History (1990). B.A., State University of New York at Purchase, 1981; M.A.,
Johns Hopkins University, 1983; Ph.D., 1991.

J. Daniel Schubert
Associate Professor of Sociology (1996). B.A., Towson State University, 1983; M.A., University of
Maryland, 1989; Ph.D., 1995.

Cotten Seiler
Assistant Professor of American Studies (2002). B.A., Northwestern University, 1990; M.A, University
of Kansas, 1998.

Tyra L. Seldon
Assistant Professor of English and American Studies (1999). B.A., Butler University, 1995; Ph.D.
University of Rochester, 2002.

Tames A. Skelton
Associate Professor of Psychology (1981). B.A., Washington & Lee University, 1976; Ph.D., University
of Virginia, 1981.

Kristin E. Skrabis
Assistant Professor of Economics (1996). B.A., St. Lawrence University, 1987; M.S., University of
Rochester, 1989; Ph.D., University of Massachusetts at Amherst, 1997.

224

DIRECTORY

Gregory J. Smith
Associate Professor of Psychology (1981). B.A., Plymouth State College, 1977; M.A., State University of
New York at Buffalo, 1980; Ph.D., 1981.

T. Scott Smith
Professor of Physics and Astronomy (1969). B.A., Princeton University, 1963; Ph.D., University of
Maryland, 1967.

Yvette Smith
Visiting Assistant Professor of French (Spring 2001-Spring 2002). B.A., Chestnut Hill College, 1976;
M.A., Bryn Mawr College, 1978; M. Phil., Yale University, 1987; Ph.D., 1989.

Sharon M. Stockton (On leave Fall 2002)
Associate Professor of English and Director of Writing (1991). B.A., California State University at Fresno,
1985; M.A., 1987; Ph.D., University of Washington, 1991.

David G. Strand (On leave 2002-03)
Charles A. Dana Professor of Political Science (1980). B.A., Lawrence University, 1971; M.A.,
Columbia University, 1973; M.Phil., 1974; Ph.D., 1979.

Douglas T. Stuart

]. William Stuart and Helen D. Stuart Chair in International Studies, Business and Management;
Director of The Clarke Center for the Interdisciplinary Study of Contemporary Issues; Adjunct Professor,
U.S. Army War College; Professor of Political Science and International Studies (1986). B.A., Marist
College, 1970; M.A., University of Southern California, 1974; Ph.D., 1979. Ganoe Award for
Inspirational Teaching, 1990-1991; Dickinson Award for Distinguished Teaching, 1995-1996.

Adrienne Su
Assistant Professor of English, Poet-in-Residence (2000). B.A., Radcliffe College, 1989; M.FA.,
University of Virginia, 1993.

Michiko Suzuki
Instructor in Japanese (2002). B.A., International Christian University of Tokyo, 1989; M.Phil.,
Cambridge University, UK, 1991; M.A., University of Tokyo, 1992.

Regina M. Sweeney
Visiting Assistant Professor of History (2001). B.A., Tufts University,1980; M.A., University of
California-Berkeley, 1986; Ph.D., 1992.

Jeffrey F. Taffet
Visiting Assistant Professor of History (2001). B.A., Franklin and Marshall College, 1991; M.A,
Georgetown University, 1997; Ph.D., 2001.

Barry A. Tesman
Associate Professor of Mathematics; Director of the Dickinson Science Program in England, 2002-04
(1989). B.S., Colby College, 1981; Ph.D., Rutgers University, 1989.

Stephanie Thibeault
Visiting Assistant Professor of Dance (2002). B.F.A., Southwest Missouri State University, 1993; M.FA.,
University of Maryland, 2002.

Latifah Troncelliti
Visiting Assistant Professor of French (2001). B.A., University of Oregon; BFA, 1997; Ph.D., 2001.

J. Brooks Tuttle
Assistant Professor of Education (2001). B.A., James Madison University, 1982; M.A., 1984; Ph.D.
University of Virginia, 2001.

Nicola Tynan
Assistant Professor of Economics (2001). B.A., University of York, 1991; M.S., London School of
Economics and Political Science, 1994; M.A., George Mason University, 1998; Ph.D., 2000.

225

DIRECTORY

Richard Wagner
German Writer-in-Residence (Spring 2001)

Jessica Wahman
Visiting Assistant Professor of Philosophy (2001). B.A., Skidmore College, 1990; Ph.D., State
University of New York - Stony Brook, 2001.

Vonn Walter
Visiting Assistant Professor of Mathematics (2001). B.S., University of Texas at Austin, 1987; Ph.D.,
University of Illinois at Urbana, 1994.

Stephen Weinberger
Robert Coleman Professor of History (1969). B.A., Northeastern University, 1965; M.A., University of
Wisconsin, 1966; Ph.D., 1969.

Karen J. Weinstein
Assistant Professor of Anthropology (2001). B.A., Washington University, 1991; M.A., University of
Illinois at Chicago, 1994; Ph.D., University of Florida, 2001.

Neil B. Weissman
Professor of History, Provost and Dean of the College, Russell I. Thompson Chair of the Dean of the
College, (1975). B.A., Colgate University, 1970; M.A., Princeton University, 1972; Ph.D., 1976.

Candie C. Wilderman

Professor of Environmental Science (1974). B.S., Tufts University, 1968; M.A., Harvard University,
1969; Ph.D., Johns Hopkins University, 1984. Dickinson Award for Distinguished Teaching, 2001-
2002.

Blake M. Wilson
Associate Professor of Music (1993). B.A., University of California at Berkeley, 1978; M.M., Indiana
University, 1982; Ph.D., 1987.

Robert P. Winston
Professor of English (1979). B.A., Bates College, 1972; M.A., University of Wisconsin, 1973; Ph.D.,
1979:

Julie A. Winterich
Visiting Assistant Professor of Women’s Studies (2002). B.A., Miami University, 1987; M.A., University
of Texas at Austin, 1996; Ph.D., 2002.

Amy E. Witter
Assistant Professor of Chemistry (1999). B.A., Wellesley College, 1987; Ph.D., University of California
at Davis, 1996.

Walter W. Woodward
Assistant Professor of History (2002). B.A., University of Florida, 1970; M.A., Cleveland State
University, 1989.

Janet Wright

Associate Professor of Biology (1987). B.S., North Carolina State University, 1970; M.A.T., University
of North Carolina, 1974; Ph.D., Cornell University, 1983. Dickinson Award for Distinguished
Teaching, 1996-1997.

Todd A. Wronski
Professor of Theatre (1987). B.A., Gustavus-Adolphus College, 1978; M.F.A., Trinity University, 1981.
Ph.D., University of Minnesota, 1997.

Rae Yang (On leave 2002-03)
Associate Professor of Chinese Language and Literature (1990). Graduate School, Chinese Academy of
Social Sciences, 1981; M.A., University of Massachusetts, 1985; Ph.D., 1991.

226

DIRECTORY

Minglang Zhou

Assistant Professor of East Asian Studies (2001). B.A., Guangdong University, PR, China, 1978; M.A.,
Henan University, China, 1986; M.A., Portland State University 1988; Ph.D., Michigan State
University, 1993.

Louis Ziantz
Instructor in Computer Science (2000). B.S., King’s College, 1991. M.S., Rensselaer Polytechnic
Institute, 1994.

Rhenzi Zu
Visiting International Scholar, East Asian Studies (Spring 2001).

Charles EF Zwemer
Associate Professor of Biology (1995). B.A., Hope College, 1987; Ph.D., Indiana University, 1993.
Ganoe Award for Inspirational Teaching, 1999-2000.

ACADEMIC PROFESSIONALS

The year of the first appointment to the College appears in parentheses at the end of each individual's
title(s). Information is correct as of June 1, 2002.

Sherry Harper-McCombs
Resident Designer (1999). B.A., Averett College, 1986; M.EA., Virginia Commonwealth University,
1992.

James B. Lartin-Drake
Technical Director for the Mermaid Players (1974). B.A., Dickinson College, 1970.

LIBRARY RESOURCES

mete

Julie Bockenstedt
Assistant Director of the Waidner-Spahr Library(1997). B.A., Grinnell College, 1991; M.A., University
of Iowa, 1993.

James W. Gerencser
Archives/Special Collections Librarian (1998). B.A., Dickinson College, 1993; M.L.S., University of
Pittsburgh, 1995; M.A., Shippensburg University, 1997.

J. Steven McKinzie
Librarian (1988). B.A., East Texas State University, 1975; M.A., East Carolina University, 1982;
M.L.S., Vanderbilt University, 1988.

Kirk Moll
Librarian (1996). B.A., Cook College, Rutgers University, 1978; M.Div., New Brunswick Theological
Seminary, 1982; M.S., Columbia University, 1988.

Sue K. Norman (On leave Spring 2002)
Librarian (1980). B.A., State University of New York at Albany, 1967; M.A., 1968; M.A., University
of Iowa, 1980.

Yongyi Song
Librarian (1997). M.A., University of Colorado, 1992; M.L.S., Indiana University, 1995.

John C. Stachacz (On leave Spring 2003)
Assistant Director of the Waidner-Spahr Library (1981). B.A., University of New Mexico, 1975; M.A.,
University of Kentucky, 1977; M.S. in L.S., 1978.

227

DIRECTORY

PuysiIcaAL EDUCATION

Darwin P. Breaux

Physical Educator (1989). B.S., West Chester University, 1977; M.Ed., 1979.

Brenda T. Clements
Physical Educator (1999). B.A., Lynchburg College, 1971; M.Ed., 1985.

Michelle L. Copley
Physical Educator (1999). B.A., Ohio Wesleyan University, 1992; M.S., Akron University, 1995.

Tennille Foster

Physical Educator, Coach

David N. Frohman (On partial leave 2002-03)
Physical Educator (1989). B.A., Indiana University, 1972; M.Ed., Xavier University, 1974.

Alison Marie Gardiner
Physical Educator, Athletic Trainer (2002). B.S., Salisbury University, 2000.

John Griffin
Physical Educator, Coach

John W. Hartpence
Physical Educator (2000). B.S., Cortland College, 1992; M.S., University of Montana, 1996.

Scott McGilvray
Physical Educator, Assistant Lacrosse Coach

Donald J. Nichter
Physical Educator (1983). B.A., Ithaca College, 1979; M.A., Pennsylvania State University, 1983.
Dickinson Academic Professional Award, 2001-2002.

Joel M. Quattrone
Physical Educator (1987). B.S., Canisius College, 1982; M.S., 1984.

Paul L. Richards (on leaveSummer 2002)
Physical Educator (1994). B.S., Bloomsburg University, 1975; M.S., Indiana University of
Pennsylvania, 1990.

Matthew Richwine
Physical Educator (2001). B.A., Shippensburg University, 1999.

Alison H. Risser
Physical Educator (1999). B.S., Ohio University, 1994; M.Ed., Frostburg State University, 1997.

Kristin S. Senecal (On leave Fall 2002-03)
Assistant Director of the Waidner-Spahr Library (1988). B.A., University of Delaware, 1976; M.S.L.S.,
University of North Carolina at Chapel Hill, 1977; M.A., Shippensburg University, 1990.

Robert H. Shank (On leave 2002-03)
Physical Educator (1980). B.S., Millersville State College, 1970; M.Ed., University of Virginia, 1979;
Ed.D., 1988.

Devonna D. Williams
Physical Educator (1999). B.S., Emmanuel College, 1992; M.A., Springfield College, 1996.

228

DIRECTORY

ADMINISTRATORS

OFFICE OF THE PRESIDENT

William G. Durden
President of the College, Lemuel T. Appold Foundation Chair, Professor of German and of Education
(1999). B.A., Dickinson College, 1971; M.A., Johns Hopkins University, 1974; Ph.D., 1977.

Neil B. Weissman
Provost and Dean of the College, Russell I. Thompson Chair of the Dean of the College, Professor of History
(1975). B.A., Colgate University, 1970; M.A., Princeton University, 1972; Ph.D., 1976.

Annette Smith Parker
Vice President and Treasurer B.A., Dickinson College, 1973; M.B.A., Shippensburg University, 1987.

Nickolas G. Stamos
Vice President for Campus Operations (1977;1987). A.A., Harrisburg Area Community College, 1971;
B.S., York College of Pennsylvania, 1974.

Robert J. Massa
Vice President for Enrollment, Student Life and College Relations; Professor of Education (1999). B.A..,
University of Rochester, 1973; M.Ed., 1974; M.A., Columbia University, 1975; Ed.D., 1980.

Jennifer M. Barendse
Vice President for Development (2000). B.A., Allegheny College, 1988; M.N.O., Case Western Reserve
University, 1993.

R. Russell Shunk
Associate Vice President for College and Community Development (1976). B.A., Lafayette College, 1965;
M.A., Lehigh University, 1966.

Dana E. Scaduto
General Counsel (2002). B.A., Purdue University, 1980; J.D., Indiana University School of Law, 1984.

Ann Dykstra
Executive Assistant to the President and Secretary of the College (2001). B.A., Lawrence University, 1974;
M.A., University of Utah, 1979; Ph.D., University of Pittsburgh, 1988.

DIVISION OF ACADEMIC AFFAIRS

ASSOCIATE DEANS

Susan F, Nichols
Associate Dean of the College, Part-time Associate Professor of Art (1977). B.A., University of Iowa, 1960;
M.A., 1967.

JoAnne Brown

Associate Dean of the College, Part-time Associate Professor of History (1999). B.A., Yale University,
1976; M.A. in History, University of Wisconsin at Madison, 1980; M.A. in Educational Policy, 1981;
Ph.D., 1985.

Walter Chromiak
Associate Dean of the College; Associate Professor of Psychology (1979). B.A., Temple University, 1974;
Phi;,.1979,

229

DIRECTORY

Brian J. Whalen
Associate Dean and Director of Global Education (1999). B.A., Marist College, 1981; M.A., University
of Dallas, 1985; Ph.D., 1988.

Robert Renaud
Director of the Waidner-Spahr Library and Associate Dean of the College (2001). B.A., Vassar College,
1976; M.L.S., University of Toronto, 1980.

Christina P. VanBuskirk
Associate Vice President for Development and Associate Dean for Academic Resources (1991). B.A.,
Bucknell University, 1970; M.A.,1978.

REGISTRAR

Brenda K. Bretz
Registrar B.A., Dickinson College, 1995; M.A., The Pennsylvania State University, 2002.

INFORMATION I[ECHNOLOGY

Paul M. Levit
Executive Director of Information Technology (1999). B.A., Dickinson College, 1971; M.B.A., George
Washington University, 1977.

Robert Cavenagh
Director of Instructional Technology; Associate Professor of Art and Education (1972). B.A., Princeton
University, 1965; M.Ed., University of Virginia, 1970; Ph.D., Indiana University, 1988.

John R. Luthy
Associate Director of Administrative Technology Services (1981). B.A., Dickinson College, 1974.

Donald B. Newcomer
Associate Director of System and Network Services (1982). B.S., Lebanon Valley College, 1979.

Patricia A. Pehlman
Associate Director of Desktop Computing Services (1997). B.S., State University of New York at
Geneseo, 1980; M.S., Mississippi State University, 1985.

ACADEMIC RESOURCES

Lauren S. Imgrund
Director of the Alliance for Aquatic Resource Monitoring (ALLARM) (1996). B.S., Juniata College,
1989.

Leslie J. Poolman
Director of Athletics; Chair of Physical Education (1988). B.Ed., Keele University, 1974; M.S., West
Virginia University, 1977; Ed.D., 1979.

Douglas T. Stuart

Director of the Clarke Center for the Interdisciplinary Study of Contemporary Issues; J. William Stuart and
Helen D. Stuart Chair in International Studies, Business and Management; Adjunct Professor, U.S. Army
War College; Professor of Political Science and International Studies (1986). B.A., Marist College, 1970;
M.A., University of Southern California, 1974; Ph.D., 1979. Ganoe Award for Inspirational Teaching,
1990-1991; Dickinson Award for Distinguished Teaching, 1995-1996.

Michele K. Hassinger
Associate Director of the Clarke Center for the Interdisciplinary Study of Contemporary Issues (1994). B.A.,
Dickinson College, 1980; M.B.A., Shippensburg University, 1988.

230

DIRECTORY

Philip J. Earenfight
Director of the Trout Gallery, Associate Professor of Art and Art History (2002). B.A., University of
Washington, 1985; M.A., Rutgers University, 1990; Ph.D., 1999.

Judy A. Gill
Director of the Writing Center; Instructor in English (1984). B.A., University of Arizona, 1965; M.A.,
Cornell University, 1969.

DIVISION OF ENROLLMENT, STUDENT LIFE AND COLLEGE RELATIONS

Robert J. Massa
Vice President for Enrollment, Student Life and College Relations; Professor of Education (1999). B.A.,
University of Rochester, 1973; M.Ed., 1974; M.A., Columbia University, 1975; Ed.D., 1980.

ENROLLMENT

Christopher S. Allen
Director of Admissions (1999). B.A., Johns Hopkins University, 1990; M.S., 1997,

Catherine M. Davenport
Executive Associate Director of Admissions (1987; 1992). B.A., Dickinson College, 1987; M.S.,
University of Pennsylvania, 1991.

Leslie J. Poolman
Director of Athletics; Chair of Physical Education (1988). B.Ed., Keele University, 1974; M.S., West
Virginia University, 1977; Ed.D., 1979.

Julie Ramsey-Emrhein
Senior Women’s Athletic Administrator; Athletic Trainer (1986). B.S., Lock Haven University, 1983;
M.Ed., University of Virginia, 1984.

Charles McGuire
Director of Sports Information (1999). B.S., University of New York at Cortland, 1991; B.S.E., 1993.

Katharine S. Brooks

Director of Career Development and Advising, Part-time Associate Professor of International Business and
Management (1984). B.A., Gettysburg College, 1976; M.S., West Virginia University, 1979; Ed.D.,
1989.

Judith B. Carter
Director of Financial Aid (1998). B.A., Susquehanna University, 1966.

Richard A. Heckman
Senior Associate Director of Financial Aid (1986). B.A., Thiel College, 1975; M.A., West Virginia
College of Graduate Studies, 1979.

Patricia B. Murphy
Director of Institutional Research (1998). B.A., Wellesley College, 1985; M.A., Boston College, 1992.

Diane Fleming
Director of Summer Programs (2000). B.S., Johns Hopkins University; M.S., 1998.

STUDENT LIFE

Joyce A. Bylander
Dean of Students (1998). B.A., Cleveland State University, 1974; M.P.A., University of South
Carolina, 1998.

Davis C. Tracy
Director of Counseling and Disability Services, Assistant Professor of Psychology (1982). B.A., Lehigh
University, 1970; M.A., University of Connecticut, 1974; Ph.D., University of Tennessee, 1981.

231

DIRECTORY

Keith E. Jervis
Coordinator, Services for Students with Disabilities (1997). B.A., Hartwick College, 1973; M.Ed.,
Pennsylvania State University, 1984.

Mary FE Arthur
Director of Health Services (. 1982). R.N., Norwalk Hospital School of Nursing, 1970; B.S., Nurse

Practitioner Certificate, George Washington University, 1978; M.PA., Pennsylvania State University,
1995.

Jason Feiner
Director of Fraternities and Assistant Director of Student Activities (2002).

Joshua Eisenberg
Director of Fraternities and Assistant Director of Student Activities (1 999-2002). B.A., Franklin and
Marshall College, 1996; M.A., Ohio State University, 1999.

Amy Hood Savitt
Director of Sororities and Assistant Director of Student Activities (1999). B.A., Dickinson College, 1997;
M.A., Indiana University of Pennsylvania, 1999.

Jill Emerson
Director of First Year Programs and Assistant Director of Residential Life (2000). B.A., George Mason
University, 1995; M.A., Virginia Commonwealth University, 2000.

John Miyahara
Director of Religious Life & Community Services (2001).

Michael Malone
Director of Residential Life (2000). B.A., Davis & Elkins College, 1989; M.A., University of Illinois,
Io:

Rebecca Hammell
Director of Student Activities (2000). B.A., Valdosta State College, 1981; M.A., University of Delaware,
1986.

Charlette M. Harrison
Director of Diversity & Social Justice (1996). B.A., Millersville University, 1989; M.S., 1992.

Norm Jones
Director of Student Development and Discipline System Administrator (2002).

COLLEGE RELATIONS

Karen N. Faryniak

Executive Director of College Relations (1986). B.A., Dickinson College, 1986.
Tamara M. Brush-Campbell

Director of Alumni & Parent Programs (1996). B.A., Wake Forest University, 1994.
Sherri L. Kimmel

Senior Editor (1999). B.S., Bowling Green State University, 1980; M.A., 1981.
Lorna G. Shurkin

Director of Media Relations (1999). B.A., Brooklyn College, 1964.

Kimberley Nichols
Director of Publications (1998). B.A., Mary Washington College, 1975.

Paul F. Dempsey
Web Manager (1999). B.A., George Washington University, 1980; M.A., Shippensburg University,

1991.

232

DIRECTORY

DEVELOPMENT

Jennifer M. Barendse

Vice President for Development (2000). B.A., Allegheny College, 1988; M.N.O., Case Western Reserve
University, 1993.

Christina P. VanBuskirk

Associate Vice President for Development and Associate Dean for Academic Resources (1991). B.A.,
Bucknell University, 1970; M.A.,1978.

Carolyn E. Griffin Yeager
Director of Leadership Giving (1997). B.A., Sweet Briar College, 1992.

Kathleen S. Marcello
Director of Annual Giving (2000). B.A., Dickinson College, 1980.

Glen L. Peterman
Director of Corporate and Foundation Relations (1998). B.A., Hope College, 1978; M.A., Drew
University, 1983; M.A., University of Arizona, 1992.

Janice C. Middleton
Director of Development Research and Administrative Services (1992).

FINANCIAL AFFAIRS

Annette Smith Parker
Vice President and Treasurer B.A., Dickinson College, 1973; M.B.A., Shippensburg University, 1987.

Stephen D. Barley
Associate Vice President of Human Resource Services and New Business Ventures (1995). B.A., Gettysburg
College, 1991.

David S. Walker
Associate Vice President/Comptroller (1999). B.A., Franklin and Marshall College, 1989.

Joanne L. Gingrich
Assistant Treasurer (1992). B.A., Wittenberg University, 1975.

Thomas B. Meyer
Assistant Treasurer (1986). B.S., Susquehanna University, 1968.

L. Jill Hans
Director of Planning and Budget (2000). B.A. Pennsylvania State University, 1992; M.B.A., Mount St.
Mary’s College, 2000.

CAMPUS OPERATIONS

Nickolas G. Stamos
Vice President for Campus Operations (1977;1987). A.A., Harrisburg Area Community College, 1971;
B.S., York College of Pennsylvania, 1974.

Kenneth E. Shultes
Director of the Physical Plant (1995). B.A., Dickinson College, 1989.

235

DIRECTORY

Paul R. Darlington
Director of Public Safety (1999). A.A.S., Youngstown State University, 1980; B.S., 1984; M.Ed.,
Westminster College, 1994.

Dorothy M. Warner
Director of Event Planning and the HUB (1976).

Michael S. Helm
Director of Purchasing and Auxiliary Services ( 1984). B.S., Shippensburg, University, 1975.

Keith L. Martin
Director of Dining Services (1987 ’).

David A. Nelson
Director of the College Bookstore (1990). A.A., Keystone College, 1979; B.A., Allentown College, 1983.

Alison W. Walters
Director of the Sylvan Learning Center at Dickinson (2000). B.A., Gettysburg College, 1991; M.Ed.,
Boston University, 1995; M.B.A., Georgia State University, 1999.

June A. Blades
Director of the Dickinson College Children’s Center (1999). B.S.,Shippensburg University, 1990; M.Ed.,
1995.

234

AWARDS TO MEMBERS OF THE FACULTY

THE DIcKINSON AWARD FOR DISTINGUISHED [EACHING

Eee
The Dickinson Award for Distinguished Teaching was instituted in 1993-94 to replace the Christian R.
and Mary EF. Lindback Foundation Award which had been given every year since 1960. The award winner
receives a cash honorarium as well as a citation prepared and read by the dean of the College at the last fac-
ulty meeting of the year. It is the highest honor the College bestows on a member of the faculty for excel-
lence in teaching. The recipient is selected by the president from a list of nominees provided by former
recipients. Previous winners of this award (and the Lindback) are so identified in the faculty section of the
directory in this bulletin.

Tuer GANOE AWARD FOR INSPIRATIONAL [EACHING

ee SSE ESE
The Constance and Rose Ganoe Memorial Fund established in 1969 through a bequest of the late William
A. Ganoe of the Class of 1902 provides that an award be given annually to a professor at the College select-
ed by the members of the senior class immediately prior to their graduation through a secret balloting
process.

The award winner receives a cash honorarium plus the opportunity to use funds accumulating as a result
of the endowment to purchase books for the library or educational equipment for departmental or college-
wide purposes.

Previous winners of the Ganoe Award for Inspirational Teaching are so identified in the faculty section of
the directory in this bulletin.

Tue DICKINSON ACADEMIC PROFESSIONAL AWARD

The Distinguished Academic Professional Award was established in 1991. The award winner receives a
cash honorarium as well as a citation prepared and read by the dean of the College at the last faculty meet-
ing of the year. This award is given biennially as the highest honor bestowed on an Academic Professional
by his or her peers. Previous winners of this award are so identified in the Academic Professional section
of the directory in this bulletin.

ENDOWED AND NAMED CHAIRS

et eet tc
The College has a number of endowed and named chairs. The holders of these chairs are elected by the
Board of Trustees, and the chairs which they hold are indicated in the faculty list. The endowed chairs are
as follows:

The Lemuel T. Appold Foundation, endowing the chair of the president of the College, was established
by the Board of Trustees from a part of a bequest of Lemuel T. Appold of Baltimore, Maryland, of the Class
of 1882 and a generous benefactor of the College.

The Robert Coleman Chair of History The bequest of Robert Coleman, Esq., of Lancaster, Pennsylvania,
was designated by the Board of Trustees in 1827 for the endowment of a professorship, making this one
of the oldest American professorships.

The Asbury J. Clarke Chair of Latin was established in 1918 by the gift of the widow of Asbury J. Clarke,
of the Class of 1863.

The Martha Porter Sellers Chair of Rhetoric and the English Language is an endowed professorship
established in 1936 by a gift of her son, Prof. Montgomery Porter Sellers, of the Class of 1893.

The Boyd Lee Spahr Chair of American History was endowed in 1948 by the gift of Boyd Lee Spahr, of
the Class of 1900.

235

AWARDS TO MEMBERS OF THE FACULTY

The Alfred Victor duPont Chair of Chemistry, named for Alfred Victor duPont, a student at the College,
1814-16, was established in 1950 by the gift of his grandson, the late Irenee duPont, of Wilmington,
Delaware.

The Thomas Bowman Chair of Religion and Philosophy was endowed in 1949 by the gift of the Kresge
Foundation (Sebastian S. Kresge, L.H.D., Founder), and named for Thomas Bowman of the Class of
1837, the first graduate of Dickinson College to be elected a Bishop of the Methodist Episcopal Church.

The Joseph Priestley Chair of Natural Philosophy was established in 1959 by the gifts of William H.
Baker and S. Walter Stauffer in memory of Salome Baker Stauffer.

The William W. Edel Chair in the Humanities was endowed in 1959 by the gift of Merle W. Allen, a
College trustee, and his wife, Elizabeth Frederick Allen, “in recognition and commemoration of Dr. Edel’s
outstanding leadership as president of the College from 1946-1959.”

The James Hope Caldwell Memorial Chair was endowed in 1966 by the bequest of Mr. and Mrs. James
Hope Caldwell.

The Russell I. Thompson Chair of the Dean of the College was established in 1967 by the gift of Ethel
Wright Thompson.

The Charles A. Dana Professorship Program was established in 1968 by a matching grant of $250,000
from the Charles A. Dana Foundation. The income from this fund is to be used annually to provide addi-
tional salary and resources for four Dana Professors.

The George W. Pedlow, Class of 1901, Chair of Education was established in 1972 in memory of their
father by C. Wesley Pedlow, Jr., of the Class of 1934; Elizabeth Pedlow Maginnis, of the Class of 1929;
and John Watson Pedlow, of the Class of 1929.

The Glenn E. and Mary L. Todd Chair was established in 1973 by the bequests of Glenn E. Todd, Class
of 1912, and Mary Line Todd, Class of 1923.

The John B. Parsons Chair in Liberal Arts and Sciences was established in 1976 by a gift from the estate
of Mrs. Katharine F. Parsons.

The Theodore & Catherine Mathias Chair in Mathematics, Computer Science and Quantitative
Studies, was endowed in 1991 by R. Lee Holz, Class of 1957.

The A. Lee Fritschler Chair of Public Policy was established in recognition of President Fritschler’s 12
years of service as chief administrator and teacher at the College. The endowment was made possible
through the generosity of members of the Board of Trustees and friends of the College.

The J. William Stuart ’32 and Helen D. Stuart ’32 Endowed Chair in International Studies, Business
and Management was established in 2000. This Chair is awarded to a distinguished member of the
Dickinson faculty who teaches in the College's International Business and Management (IB&M) program.

The Christopher Roberts Professorship in Archaeology was established in 2000 through the generosity
of the John J. Roberts Family and named in honor of Mr. Christopher Roberts, Class of 1975. This
endowed professorship will support the interdisciplinary major in archaeology and link Classical Studies,
Anthropology, Art & Art History and other departments which offer a range of courses relating to the
ancient world.

The John R. Stafford ’59 and Inge Paul Stafford ’58 Chair in Bioinformatics, endowed in 2001, is award-
ed to a distinguished member of the Dickinson faculty who teaches in the College’s Biochemistry and
Molecular Biology program—an interdisciplinary program designed to reflect and respond to rapid
advances in science and technology.

236

Academic Calendars inside back cover

Academic Honor Societies 20
Academic Honors 20

Latin Honors 20

Dean’s List 197

Honors in the major 173

(see also individual majors)

Academic Policies 193-200
Academic Professionals 227-228
Academic Program 17-19
Academic Resources 182-186
Academic Standards 195
Accreditation inside front cover
Administration 229-234
Admission 7-12

Advanced Credit 8

Common Application Plan 10

Deferred 10

Early Action 10

Early Admission 10

Early Decision 9

International Students 8

Interview 9

Requirements 7

Special 12

Standardized Test Requirements 8
Statement on Physical and Learning

Disabilities 7
Transfer Students 11
Advanced Placement 8
Advising, Academic Program 187
Aid, Financial 15-16

American Mosaic, see Interdisciplinary
Studies, Global Mosaic 96

American Studies, Courses in 22
Anthropology, Courses in 25
Archaeology, Courses in 31
Art & Art History, Courses in 34
(see also Theatre & Dance 168)
Arts Award 190
Recipients 191
Arts & Humanities, Division I 18
Asian Studies, East; Courses in 55
Astronomy, Courses in 127
Athletics, Team Sports 202
Club Sports 203
Auditing a Course 194
Awards
Arts Awards 190
Awards to Faculty 235
Priestley Award 189
Rush Award 192

INDEX

Beijing Program 175

Belles Lettres Society 66, 185, 203

Binary Engineering Program 138, 181, 209

Biochemistry & Molecular Biology 40

Biology, Courses in 40

Board of Trustees 211

Bologna, Program in 175

Bonfire 66, 185

Bremen Program 175

Business, see International Business &
Management Courses in 197
see Pre-Masters of Business Administration
142

Calendars, Academic inside back cover

Cameroon, Ethnographic Field School 177

Cameroon, Program in 177

Campus, Map of 242-43

Campus Media 184

Campus Security, see Public Safety 204

Career Development and Advising 208

Center for European Studies 134, 175

Central Pennsylvania Consortium 181

Changes in Course Level 194

Changes in Course Schedule 204

Chemistry, Courses in 47

China Practicum in Beijing, China 175

Chinese, Courses in 56

Clarke Center 187-88

Class Deans 187

Class Size 5, 193

Classics Immersion Programs 177

Classical Studies, Courses in 49

Classical Studies in Rome 179

Cocurricular Programs 66, 72, 118, 165, 203

Code of Conduct 201

College Choir 118, 203

College Community Orchestra 118, 203

College Mission 4

College Seal 1

Collegium 118, 203

Common Application Plan 10

Common Hour 188

Community Experience 18

Community, The College 201

Community Studies Center 185

Comparative Civilizations, Courses in 53
Requirements 19

Computer Facilities 5, 183

Computer Science, Courses in 108

Concentration, Field of 19

Consortium Exchange Program 181

Fie Ff

INDEX

Continuing Education 12

Correspondence, Directions for inside front
cover

Costa Rica, Sustainable Development Program
179

Counseling Services 204

Course Schedule Changes 194

Course Credit 193

Course Failure 196

Course Load 193

Courses of Study 21

Credit for Courses 193

Credit/No Credit 190

Credit, Work at other Institutions 198

Cross-Cultural Studies 18

Cultural Affairs 188-193

Curriculum 17

Dance, Cocurricular 165, 203
Dance, Courses in 165
Dance & Music 54
see also Theatre & Dance 164
Dance Theatre Group 165, 203
Dean’s List 197
Deferred Admission 10
Degree, Requirements 17
Departmental Honors 173
Dickinson College, Facts 5
Dickinson Review 66, 185
Dickinsonian 66, 184, 203
Dickinson Summer Abroad Programs 177
Dickinson Volunteer Network 11
Dining Services 201
Disabled Student Services 7, 204
Dismissal 200
Distribution Courses 18
Requirements 18
Diversity 6, 205, 206
Division I, I, III requirements 18
Drama, Cocurricular, see Theatre & Dance 164

Early Action 10

Early Admissions 10

Early Decision 9

East Asian Studies, Courses in 55
Economics, Courses in 58
Education, Courses in 63
Employment, Campus and Summer 16
Endowed and Named Chairs 235
Engineering Program 138
England, Norwich Programs 176
England, Summer Session in 178

238

English, Courses in 66

Enrichment Program, High School 12
Enrollment 193

Entrance Requirements 8
Environmental Science, Courses in 72
Environmental Studies, Courses in 72
Executive-in-Residence Program 192
Expenses, College 13

Extracurricular Activities 201-203

Facts, Dickinson College 5
Faculty 214-227
Number 5
Failure 196
Fee Schedule 13
Structure 13
Field Experience Program 208
Field of Concentration Requirements 17
Fieldwork in Classical Archaeology 33
Film Studies 75
Financial Aid 15
Campus Employment 16
Financing Systems 13, 14
Grants 16
Loans 16
Financial Information13-16
Flaherty Lecture 192
Food Service 201
Foreign Language Integration 173
Foreign Student Admissions 8
Founding, College 4, 5
Fraternities 202
French, Courses in 77
Freshman Admissions 7, 8
Freshman Seminars 82
Frontiers 175

Gallery, The Trout 185
General Information

Admission 7

Dickinson College 5

Financial 13
Geology, Courses in 84
German, Courses in 87
Global Education 174-180
Global Mosaic, see Interdisciplinary Studies 96
Glover Memorial Lectures 191
Grading 194

Credit/No Credit 196

Incomplete 196

Pass/Fail 195

Year Courses 196

Graduate and Professional Studies 208
Application and testing 209
Health Professions Committee 190
MBA linkage program 142, 209
Preprofessional programs 138-142

Graduation Honors 22, 181, 197
see also departmental listings

Graduation Requirements 17

Greek, Courses in 50

Greek Life 202

Guest Student Program 11

Health Center 204
Health Professions Committee 140
Hebrew, Courses in 105
High School Enrichment Program 12
History, Classical, Courses in 53
History, Courses in 92
Honorary Societies 20
Honors
Dean’s list 197
Departmental 173
see also departmental listings
In the Major 173
Latin Honors 20
Societies 20
Upon Graduation 20, 197
Housing 201
Humanities, Courses in 95
Distribution Courses 18

Incomplete Grades 196

Independent Research 172

Independent Study 172

Information, General 5

Instructional Technology 184

Integrated Study 173

Inter Arts majors 54, 168

Intercollegiate Athletics 202

Intercollegiate Center for Classical Studies in
Rome 179

Interdisciplinary Major, Self-developed 174

Interdisciplinary Studies, Courses in 96-97

Interdisciplinary Studies, Majors 96

International Education, see Global Education
174
Student Exchange Program 178

International Business & Management, Courses
in 97

International Programs 174

International Studies, Courses in 100-101

Internships 101, 208

INDEX

Internships for credit 101
Interview, Admissions 9
Italian, Courses in 80
Italian Studies 102

Japanese, Courses in 57

Japan Program 176

Jazz Ensemble 118, 203

Joint Baccalaureate & Law Degree Program 141,
181

Judaic Studies 103
Courses in 105

Junior Year Abroad 174

K. Robert Nilsson Center for European Studies
134, 175
Korea, Program in 176

Laboratory Sciences, Division III 18
Language Houses and Clubs 186
Language Immersion Programs 177
Language Requirement 18
Latin, Courses in 51
Latin American Studies 106
Latin Honors 20
Law
Joint Baccalaureate & Law Degree Program
141,181, 209
Law & Public Service, certificate program 107
Leave of Absence 198
Lectures 188
Library 5, 182
Living and Learning Environment 201
Loans 16
Location of the College 5, 244
Majors, List of 21
Special 173

Malaga Program 175
Management, see International
Business and Management 97
Map
How to Get to the Campus 244
Of the Campus 242-43
Marine Studies Education Consortium 179
Marine Studies Program 178
Mathematics, Courses in 111
Medieval & Early Modern Studies, Courses in
114
Mermaid Players 165, 203
Mexico, Querétaro Program 176
Microcosm 203

259

INDEX

Military Science 114
Minimum Standards 196
Minority Recruitment 205
Mission of the College 4
Morgan Lectureship 191
Mosaic Semester 96
Moscow Program 176
Multicultural Affairs 205
Music, Courses in 118
Music, Cocurricular 118, 203
See also Dance & Music 54

Nagoya Program 176
Newspaper, Student 66, 184, 203
Non-Degree Student Status 200
Norwich Programs 176

Observatory 186

Off-Campus Study, see Study Abroad and
Study in Other Institutions in the US 174,
180

Pass/Fail Grading 195
Payment Plans 13
Payment Procedure 13
Performances, Dance 165
Performances, Dramatic 165
Performances, Musical 118
Pflaum Lectures in History 191
Phi Beta Kappa 20
Philosophy, Courses in 122
Physical and Learning Disabilities 7
Physical Education, Offerings in 125
Physical Education Requirements 19, 124
Physics and Astronomy 126
Physics, Courses in 128
Placement, Advanced 8
Planetarium 186
Policies

Academic 193-200

Residential 201

Student Code of Conduct 201
Policy Studies 131
Political Science, Courses in 134
Portuguese, Courses in 164
Pre-Engineering 138, 181, 210
Pre-Health 139
Pre-Law 141, 181
Pre-Masters of Business Administration 142
Pre-Medical and Pre-Dental, see Pre-Health 139
Preprofessional Advising 208
Priestley Celebration 189-190

240

Program, Academic 17

Programs of Study listed 21, 21-171
Psychology, Courses in 144

Public Affairs Symposium 190
Public Safety Procedures 204

Public Speaking, Course in 147

Querétaro, Mexico, Program in 176
Quantitative Reasoning Course 17

Rabinowitz Program 192
Radio Station, College 184, 203
Readmission 199
Refunds 14
Registration (Enrollment) Deposit 10, 11
Registration for Courses 193
Religion, Courses in 149
Religious Affairs 207
Requirements for Admission 8
Requirements for the Degree 17
Arts & Humanities 18
Community Experience 18
Comparative Civilizations 19
Cross-Cultural Studies 18
Distribution Courses 18
Field of Concentration 19
Freshman Seminars 17
Languages 18
Laboratory Sciences 18
Physical Education 19
Quantitative Reasoning Course 17
Residency Requirements 201
Social Sciences 18
U.S. Diversity 19
Writing Intensive Course 17
Research, Independent 172
Residence Halls 201
Residence Hall Security 205
Residential Life 201
Roll Call Grades 195
Rome, Study in 179
ROTC 114
Rush Award 191
Benjamin Rush Scholarship 16
Russian, Courses in 153
Russian Area Studies 155

Schedule Changes 194
Late 194
School for Field Studies 179
Scholastic Aptitude Tests (SAT I and Sat I) 7, 8
Science, Technology, and Culture, Courses in

157.
Science, Computer 108
Science, Military 114
Science Program, Norwich, England 176
Seal of the College 1
Security 204
Self-Developed Major 174
Seoul, Korea Program 176
Social Sciences, Division III 18
Societies, Honorary 20
Societies, Non-academic Honorary 203
Sociology, Courses in 158
Sororities 202
South Asian Studies
(University of Pennsylvania) 180
South India Term Abroad 177
Spahr Library 182
Spanish, Courses in 161
Special Approaches to Study 172
Special Majors 173
Special Programs of Study
Off-Campus Study in the U.S. 180
South Asian Studies 180
Joint Baccalaureate and Law Degree Program
141, 181, 209
Binary Engineering 138, 181, 209
Consortium Exchange 181
Marine Studies Program 178
Washington Center 181
Student Activities 201-203
Student Code of Conduct 201
Student-Faculty Ratio 5
Student Government 202
Student Health Services 204
Student Organizations 203
Student Senate 202
Student Status 198
Studio Arts in Toulouse, France 39, 178
Study Abroad, see Global Education 174
Study in Other Institutions in the US 180
Summer Abroad Programs 177
China Practicum in Beijing, China 177
Classics Immersion 177
Ethnographic Field School in Cameroon 177
Fieldwork in Classical Archaeology 178
Studio Arts in Toulouse, France 178
Summer Program in England 178
Summer School 193
Symphonic Band 118, 203

Table of Contents 3
Teacher Certification Program 62

Theatre & Dance, Courses in 164
see also, Theatrical Design 168
Theatre Arts major 164
Theatrical Design 168
see also, Theatre and Dance 164
Toulouse Center 177
Transfer Admissions 11
Transfer Credit 198
Trout Gallery, The 185
Trustees, Board of 211-213
Tuition 13
Tutorial Study 173

U.S Diversity 19

Violations
Academic 196
Social 201
Student Code of Conduct 201

Waidner-Spahr Library 182
Washington Center 181
Withdrawal from College 199
Withdrawal from Course 194
Woods Hole Semester 182
Women’s Studies 169
Work-Study Program 16
Writing Center 184

Writing Intensive Course 17
Writing Program 184

Yaoundé Program 177

INDEX

241

CAMPUS MAP

242

— DICKINSON COLLEGE

1. Denny Hall / Social Sciences

2. Stuart House

3. Rand House / Human Resource Services

4, East College / Humanities

5. The Marc & Eva Stern Foundation Center
for Global Education / East Asian Studies,
International Business & Management,
International Studies

6. Old West / Administration

7. Special Interest Housing

8. Cook House / Community Studies Center

9. Hartman Guest House

10. Dana Hall / Biology

11. Women’s Center

12. The Quarry / Student Social Space

13. Althouse Hall / Chemistry

14. Bosler Hall / Foreign Languages

15. Biddle House / Clarke Center,

16. Holland Union Building / Mathers Theatre

17. Benjamin D. James Center /
Environmental Studies, Geology,
Psychology

18. Tome Scientific Building / Astronomy,
Computer Science, Mathematics, Physics

19. Anita Tuvin Schlechter Auditorium (ATS)

20. Montgomery Hall / Theatre and Dance

21. Waidner-Spahr Library

22. Townhouse Residences

23. Kisner-Woodward Hall

24. McKenney Suites

25. Baird-McClintock Hall

26. Cooper Hall

27. Buchanan Hall

28. Conway Hall

29. Longsdorff Hall

30. Atwater Hall

31. Davidson Hall

32. Wilson Hall

33. Armstrong Hall

34. The Depot

35. Kline Athletic Center

36. Health and Counseling Services

37. Dickinson College Children’s Center

38. Physical Plant Department / Receiving

CAMPUS MAP

39. Hays Tennis Courts

40. Herman Bosler Biddle Athletic Fields

41. Athletic Field

42. ROTC Building

43. 50 Mooreland / Development,
College Relations (Alumni Relations),
Career Center

44, Malcolm Hall

45. Matthews House

46. Morgan Hall

47, Witwer Hall

48, Adams Hall

49. Drayer Hall

50. Strayer House

51. Landis House / Economics

52. Todd House

53. Waidner Admissions House

54. Milton B. Asbell Center for Jewish Life

Rodd

ane ‘Louther Strget
- pene rs ‘tk ta on ‘ Da { bs Ss %

Emil R. Weiss Center for the Arts /
Rubendall Recital Hall,
The Trout Gallery

. South College Annex / Financial Aid
. South College / Computer Technologies

Services

. President’s House

. Reed Hall

. Kade House

. Sabbatical Offices

. Public Safety

. Dickinson Park Intramural Fields
. Goodyear / Arts Studios, Student

Apartments

. Central Pennsylvania Youth Ballet,
. Scott Student Apartments

. Education Department

. Vincett Guest House

BPs Parking

Le Emergency Phones

243

INDEX

How TO GET TO DICKINSON

87
Syracuse
81
Erie Binghamton

bce
| 4 Harrisburg 4 78
- Pittsburgh fe \ 76 Carlisle 7

244

ACADEMIC CALENDAR 2002-2004

FALL SEMESTER

2002

2003

hse eaten

New Student Orientation begins

Freshman Seminars Begin

Registration Check-In

Classes Begin

Last Day to Add/Drop or
change to/from Pass/Fail

Last Day to change in Level for
Language, Math, & Science Courses

Roll Call Grades Due

Mid-Term Pause

Registration for the Spring Semester

Last Day to Withdraw from a Course
with a “W” Grade
Thanksgiving Vacation

Classes End

Reading Period Days
Final Exam Days

All Grades Due

SPRING SEMESTER

Thursday, August 29
Friday, August 30
Saturday, August 31
Sunday, September 1
Monday, September 2

Friday, September 6

Wednesday, October 2

By noon, Thurs, Oct 17

5 p.m., Friday, Oct 18 thru
8 a.m. Wednesday, Oct 23

9 a.m., Monday, Oct 28 thru
4 p.m., Wednesday, Oct 30

Monday, November 4

5 p.m., Tuesday, Nov 26 thru
8 a.m. Monday, Dec 2

Friday, December 13

December 14, 15, 18

Dec 16, 17, 19, 20, 21 & 22

By noon, Friday, Jan 3

2003

Thursday,, August 28
Friday, August 29
Saturday, August 30
Sunday, August 31
Monday, September 1

Friday, September 5

Friday, October 3

By noon, Mon, Oct 20

5 p.m., Friday, Oct 10 thru
8 a.m., Wednesday, Oct 15

9 a.m., Monday, Oct 27 thru
4 p.m., Wednesday, Oct 29

Monday, November 3

5 p.m. Tuesday, Nov 25 thru
8 a.m. Monday, Dec 1

Friday, December 12

December 13, 14, 18

Dec 15, 16, 17, 19, 20 & 21

By noon, Wednesday, Jan 5

2004

on en

New Student Orientation Begins
Registration Check-In
Registration Check-In
Classes Begin
Last Day to Add/Drop or
change to/from Pass/Fail
Last Day to change in Level for
Language, Math, & Science Courses
Roll Call Grades Due
Spring Vacation

Registration for the Fall Semester

Last Day to Withdraw from a Course
with a “W” Grade

Classes End

Reading Period Days

Final Exam Days

Senior Grades Due

Baccalaureate

Commencement

All other Grades Due

Sunday, January 19
Saturday, January 18
Sunday, January 19
Monday, January 20

Friday, January 24

Friday, February 21
By noon, Thursday, March 6
5 p.m., Fri, March 14 thru
8 a.m., Mon, March 24
9 a.m., Mon, March 31 thru
4 p.m., Wed, April 2

Thursday, March 27
Friday, May 2

May 3, 4, 7, 10, 11
May 5, 6, 8, 9, 12, 13
By noon, Wed, May 14
Saturday, May 17
Sunday, May 18

By noon, Wed, May 21

Sunday, January 25
Saturday, January 24
Sunday, January 25
Monday, January 26

Friday, January 30

Friday, February 27
By noon, Thursday, March 11
5 p.m., Fri, March 15 thru
8 a.m., Mon, March 22
9 a.m., Mon, March 29
4 p.m., Wed, March 31

Thursday, April 1

Friday, May 7

May 8, 9, 12, 15 & 16

May 10, 11, 13, 14, 17 & 18
By noon, Wed, May 19
Saturday, May 22

Sunday, May 23

By noon, Wed, May 26

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